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VERTICAL SECTION OF THE FACE AND NECK, THROUGH THE 
MEDIAN LINE ANTERO-POSTERIORLY, EXPOSING TO VIEW 
THE NOSE, MOUTH, PHARYNX, AND LARYNX. 




1, Oval cartilage of the left nostril ; 2, triangular cartilage ; 3, line of separa- 
tion hetween the two ; 4, prolongation of the oval cartilage along the column of 
the nose; 5, superior meatus of the nose ; 6, middle meatus ; 7, inferior meatus ; 
8, sphenoidal sinus ; 9, posterior part of the left nasal cavity, communicating 
with the pharynx ; 10, orifice of the Eustachian tube ; 11, upper extremity of the 
pharynx ; 12, soft palate, ending below in the uvula; 13, interval of the mouth 
between the lips and jaws ; 14, roof of the mouth, or hard palate ; 15, communi- 
cation of the cavity of the mouth with the interval between the jaws and cheek ; 
10, tongue; 17, fibrous partition in the median line of the tongue; 18, genio- 
glossal muscle; 19, genio-hyoid muscle; 20, mylo-hyoid muscle ; 21, anterior 
half arch of the palate; 22, posterior half arch of the palate; 23, tonsil; 24, 25, 
floor of the fauces; 26, 27, pharynx; 28, cavity of the larynx; 29, ventricle of 
the larynx; 30, epiglottis; 31, hyoid bone; 32, 33, thyroid cartilage; 34, thyro- 
hyoid membrane ; 35, 36, cricoid cartilage ; 37, vocal membrane. 



TEACHERS' MANUAL 



INSTRUCTION IN READING; 



DESIGNED TO ACCOMPANY 



SHELDON'S READERS. 



E: A. SHELDON, A. M., Ph. D., 

principal of oswego state normal and training school, author of 

"sheldon's readers," "elementary instruction," and 

"lessons on objects." 



E. HUBBARD BARLOW, A. M., 

n ' 

PROFESSOR OF RHETORIC AND ELOCUTION IN LAFAYETTE COLLEGE, 
EASTON, PA. 









■V* 



NEW YORK: 
SCRIBNER, ARMSTRONG, AND COMPANY, 

743 & 745 Broadway. 



5 



** 



V^ 
^ 



Copyright, 1875, by 
Scribnek, Armstrong, and Company. 



RIVERSIDE, CAMBRIDGE: 

ELECTROTYPED AND PRINTED BY 

H. 0. HOUGHTON AND COMPANY. 



PREFACE. 



This little book does not claim to be a complete Manual of 
Instruction in Reading; it simply contains such hints and 
suggestions as may be useful to teachers in the lower grades 
of schools, — especially those using Sheldon's series of Readers. 

It enters very little into the discussion of what may be 
termed the science of Reading, believing, as we do, that such 
discussions are out of place and unprofitable in the grades of 
schools for which these books are designed. In these grades 
we should deal almost exclusively with the art of reading. 
In the study of classifications, definitions, and rules, much time 
is wasted, which ought to be employed in becoming familiar 
with words and ideas, in forming right habits of enunciation, 
and getting the power of easy and natural expression. 

The last book of the series is designed to be a complete 
Manual of Reading and Elocution, and is adapted to our High 
Schools, Academies, and Colleges. In this book will be found 
a full discussion of those subjects usually treated in the more 
advanced reading books, with abundant illustrations and ex- 
amples for practice. 

Acknowledgments. 

I take pleasure in acknowledging my indebtedness to the 
following sources, for the valuable lessons named, as contained 
in the Second and Third Readers : 

Lessons 4, 25, 29, 39, 48, and 56 in the Second Reader, and 
lessons 1/8, 30, and 54 in the Third Reader, were taken from 
the "Nursery." Lessons 48 and 49 in the Third Reader were 



i v PREFACE. 

taken from the " Children's Hour," and lesson 26 from " Our 
Young Folks." Lesson 10 in the Second Reader was taken 
from the " Child's Paper," and was written by Olive B. Wads- 
worth. These books contain a few other selections, but I 
am unable to state the sources whence they were taken. 

For the most part, the lessons were prepared expressly for 
these books. 

In the higher books, the name of the author is given at the 
end of each lesson, and, for. this reason, need not be noticed 
here. 

I am under special obligations to Messrs. J. R. Osgood & 
Co., of Boston, for permission to use much excellent material, 
taken from their valuable publications. 

In the preparation of "Part Second" of the "Manual," — 
"Elements of Spoken English," — I am indebted to E. Hubbard 
Barlow, Professor of Elocution and Rhetoric in Lafayette 
College, Easton, Pennsylvania. The " Elocution," the last 
book of the series, is prepared by him. 

I have also been greatly aided in my work by the valuable 
suggestions and criticisms of Miss Sarah J. Armstrong, teacher 
of Rhetoric, Composition, and Literature, in the Oswego State 
Normal and Training School ; Miss Mary Ryan, for some time 
teacher of Reading in the Oswego Normal School, and after- 
ward of Composition and Reading in the State Normal School 
of Trenton, New Jersey ; and other practical teachers, to whose 
taste and judgment I have frequently appealed. In addition 
to these, I must not neglect to make honorable mention of my 
wife and daughter, who have rendered valuable aid in all de- 
partments of the work. 

"With the hope that this little manual may accomplish its 
humble mission, we commend it to the attention of the earnest, 
patient, self-denying teachers of our elementary schools. If 
they find in it anything useful to them, I shall feel fully repaid 
for its preparation. 

E. A. S. 
Oswego, N. Y., July, 1875. 



CONTENTS. 



PAGE 

Preface 3 

PART FIRST. 

Origin and Design of the Charts 9 

The New Charts 10 

Alphabet and Phonic Charts 11 

Design of the Readers 11 

Plan of the Readers 13 

Methods of Teaching Reading 13 

The Word Method 13 

The Sentence Method 14 

The Phonetic Method 14 

The Phonic Method ' 16 

General Principles and Directions 17 

Preparation for the Reading Lesson 22 

Object Lessons 23 

Exercises in Reading 23 

Reading, Means of Cultivating the Imagination 25 

Directions for Using the Books 26 

The Primer 26 

The Word Method 26 

The Sentence Method 36 

The Phonic Method 38 

First Reader 45 

Lesson 1 46 

Lessons 4, 5, 8 48 

Second Reader 49 

Lessons 1, 2 49 

Lessons 3, 7, 10 50 

Lesson 11 51 

Lessons 12, 23, 28, 34, 43, 45, 47, 53 52 

Lessons 54, 55 53 

Third Reader 53 

Lesson 7 53 

Lessons 10, 16, 34, 42, 44, 46, 49, 64, 65 55 

Lesson 67 . 56 



vi CONTENTS. 

Fourth Reader 56 

The Substitution of Synonyms 56 

Reproduction Exercises 57 

Drill on the Elementary Sounds 57 

Phonic Analysis 57 

Suggestions and Explanations 58 

Lessons 6, 7, 10 58 

Lessons 13, 19, 20, 23, 24, 29 23 

Lessons 30, 39, 51, 57 60 

Lessons 60, 61, 65, 66 61 

Lessons 69, 75, 80, 81, 83, 89 63 

Lessons 92, 96, 97 64 

Fifth Reader 65 

Explanatory Notes 66 

Lessons 24, 28 66 

Lessons 30, 32, 38 67 

Lessons 43, 49, 51, 53, 56, 58 68 

Lessons 61, 63, 66, 68 69 

Lessons 69, 71 70 

Lessons 73, 74, 85, 86, 87, 88, 92 71 

Lessons 94, 97, 98 72 

Lessons 103, 105 73 

Lessons 107, 110, 111, 113 74 

Lessons 115, 116, 122, 129, 132 75 

Lesson 133 76 

Lessons 134, 135, 138 77 

PART SECOND. 

Classifications 78 

Elements of Spoken English. Table No. 1 81 

Explanations and Illustrations of Table 82 

Long Simple Vowel Sounds 83 

Illustrations of 83 

Short Simple Vowel Sounds 84 

Illustrations of 84 

Compound Vowel Sounds 85 

Illustrations of 85 

Perfect Consonants 86 

Illustrations of 89, 93, 94 

Partial Consonants 95 

Illustrations of 97 

Elements of Spoken English. Table No. 2 100 

Table of Equivalents 101 

Long Simple Vowels 101 

Short Simple Vowels 103 

Long Compound Vowels 104 

Phonic Drill 105 

Exercise on Consonants 109 

Difficult Combination of Consonants Ill 



CONTENTS. vii 

Inflection 114 

Illustrations in 116 

Pitch 118 

Rate 119 

Force 120 

Further Illustrations in the above 121 

PART THIRD. 
SKETCHES of authors. 

Abbott, Agassiz, Miss Alcott 125 

Aldrich, Elizabeth Akers, Allen, Andersen, George Arnold . 126 

Aytoun, Bancroft, Beecher 127 

Bjornstjerne, Elizabeth Barrett Browning, Bryant . . . 128 

bushnell, burrett, calhoun 129 

Carlyle, Chateaubriand, Child 130 

Cicero, Clemens, Coleridge 131 

Cook, Cooke, Cooper, Cozzens, De Verb 132 

Dickens, Douglass 133 

Drake, Eastman, Eliot, Everett 134 

Goldsmith 135 

Gray, Greeley. Goodrich 136 

Guthrie, Harte, Hawthorne 137 

Hayes 138 

Hayne, Headley, Heine 139 

Hemans, Holland, Holmes 140 

Howitt, Hughes, Hugo 14] 

Ingelow, Irving, Kane 142 

KlNGLAKE, KlNGSLEY, LAMARTINE 143 

Larcom, Longfellow, Lowell 144 

Lytton, Mackay, Maxcy, Michelet 145 

Miller, Mitchell, Motley 146 

Murray, Prescott, Bryan Waller Procter 4 Adelaide Procter 147 

Pumpelly, Randolph, Read 148 

Reade, Richardson, Ruskin, Saxe . . . . . . 149 

Schiller, Scott 150 

Shelley, Sigourney, Stedman 151 

Stoddard, Story, Mrs. Stowe, Taine 152 

Taylor, Tennyson, Thompson, Thackeray 153 

Todd, Trench, Trowbridge 154 

Tschudi, Tyndall, Uhland 155 

Warner, Webster, Whitney, Whittier 156 

"Whymper, Willis, Wordsworth 157 



PART FIRST 



SHELDON'S 

Charts and Readers 



ORIGIN AND DESIGN OF THE CHARTS. 

The Word method of teaching to read was exclusively em- 
ployed in the public schools of the city of Oswego from the 
time of their first organization, in 1853, to the year 1860. 

In the year 1860, an experiment was made with the Pho- 
netic method in two of the public schools. In these schools, 
one-half of the children who were in the beginning classes 
in reading were taught according to the Phonetic, and the 
other half, according to the Word method ; the teachers being 
requested to give to each equal time and attention. At the 
end of the year, a committee of the Board of Education was 
appointed to examine these classes, and report in regard to their 
comparative progress. The committee reported that they 
were so far satisfied with the result of the experiment, as fav- 
oring the superiority of the Phonetic method, that they would 
recommend the making of a more thorough and general experi- 
ment during the ensuing year. 

Just at this time, the attention of the Board was called to 
the Phonic mode, as having some advantages over the Phonetic, 



10 TEACHERS' MANUAL. 

and the following year one-half of the schools were put on the 
Phonetic, and the other half on the Phonic plan. 

The result of these experiments was the adoption of a com- 
bination of the Word and Phonic modes. 

To aid in carrying out this plan, I prepared, at that time, a 
series of Reading Charts, and a little Reading-Book, designed 
to accompany them. Such has been the success of the charts 
and the book, and the plan adopted in the Oswego schools, that 
I have been induced, at the earnest request of the publishers, to 
revise these charts and the book and prepare a complete series 
of readers. 

THE NEW CHARTS. 

The new Charts, although designed to carry out nearly the 
same plan as the old ones, have been prepared without 
any reference to them. They are put up in sets of ten and 
sixteen, to suit purchasers. The matter on the Charts is ar- 
ranged in lessons to correspond with the lessons in the Primer, 
which is designed to accompany them. Each lesson on the 
Charts contains the same words as the corresponding lesson in 
the Primer, although these words are sometimes differently 
arranged. The book is not necessarily dependent upon the 
Charts, nor are the Charts dependent upon the book. Either 
may be used independently of the other. 

The Primer may be used without the Charts, the same as 
the first book of any other series. We would, however, 
strongly recommend the use of the Charts, where there are 
several in the class to be taught. It will be easier, by their use, 
to hold the attention of the children, to familiarize them with 
new words, and to teach them to follow the lines in reading. 
The Charts also give variety, and hence add interest to the 
reading exercises. They are useful in breaking new ground, 
and in preparing the way for the use of the book. With a skil- 
ful teacher, who can print neatly and rapidly, the black-board 
may be made a very good substitute for the Charts. 

With the exception of six or eight words, the Primer is 



A LP HA BE 1 ' AND PH ONI C CHA R TS. 1 1 

strictly a Phonic book, containing just thirty sounds and the 
same number of letters and combinations to represent them. 

While the Charts, the Primer, and the First Reader, are ar- 
ranged with reference to a Phonic plan of teaching reading, 
they are equally well adapted to the Word and Alphabet 
methods. The fact that the words contain but a limited and def- 
inite range of sounds is a strong argument in favor of the use of 
the Charts and the books for the Word, as well as the Phonic, 
method. The only distinctive characteristic of the Phonic plan 
that appears — aside from the fact that each letter practically 
represents but one sound — is the forms of Phonic analysis that 
appear on the Charts. When the Charts are used for the Word 
or Alphabet method, these analyzed words may be disregarded. 
The full set of sixteen Charts includes all but the last four les- 
sons in the Primer. As some may not care to use the Charts 
with the Primer, to this extent, the first ten Charts are put up 
in separate sets. 

Alphabet and Phonic Charts. 

For the accommodation of those who wish to use them, Al- 
phabet Charts, containing both the large and small letters, 
have been prepared. 

Alphabet Chart No. I. contains the large and small un- 
ornamented letters, and is convenient for use in drawing and 
describing these letters. Alphabet Chart JSTo. II. contains the 
capital and small letters, both Roman and Script, and is very 
convenient in teaching these forms. Phonic Charts I. and II., 
contain exercises for Phonic drill ; while III., and IV., contain 
large and full illustrations of the organs of speech and their 
position in uttering various sounds, and will be found very use- 
ful in all grades of schools, in imparting a thorough knowledge 
of the elementary sounds, and the mode of producing them. 

DESIGN OF THE READERS. 

The series of Readers is so arranged as to be complete in 
five books, without the Primer and Intermediate Reader. The 



12 TEACHERS' MANUAL. 

First Reader is well adapted to such an arrangement, and the 
five books will be found complete for any system of graded 
schools. Those who wish a more full and extended course will 
find the Primer, Intermediate Reader, and Elocution valuable 
for this purpose. If a shorter course is desired, the Second 
Reader may be omitted. 

The lessons in all the lower books are largely original, and 
were written expressly for this series. 

In the preparation and arrangement of these books, I have 
endeavored to meet the following points : — 

1. To introduce nothing but what is designed for the chil- 
dren. The "Manual" contains all necessary directions to 
teachers. 

2. To present new and fresh material. A few selections that 
are old have been taken on account of the excellent instruc- 
tion they convey. With few exceptions, however, the arti- 
cles are new, and not to be found in any other series of Read- 
ers. 

3. To bring in as much valuable thought, information, and 
moral instruction as possible, without, in any degree, sacrific- 
ing the utility of the lessons as reading exercises. 

4. To form right habits of thought and expression in read- 
ing, and to cultivate a quick and lively imagination. 

To aid in this, the early books of the series have been very 
fully illustrated. 

5. By a careful gradation of lessons, and by a frequent rep- 
etition of words in new combinations, I have endeavored to 
avoid wearisome drills on the same lesson. 

6. To give a vocabulary of the choicest and most expressive 
descriptive terms, adapted to accompany or follow a well-se- 
lected course of object lessons, without, in any way, making 
such a course essential to the use of the books. The articles 
in the Second and Third books, and a portion of those in the 
Intermediate and Fourth books, have been written with spe- 
cial reference to such a course of lessons. 

7. To give the best models of excellence in composition. 



PLAN OF THE READERS. 



PLAN OF THE READERS. 

If we except the Phonetic, this series of readers is so ar- 
ranged as to be equally well adapted to any one of the follow- 
ing 

Methods of Teaching Heading. 

Within the last twenty-five years, five methods of teaching 
reading have been prominent before the public, — the Alphabet, 
the Word, the Sentence, the Phonetic, and the Phonic methods. 

The Alphabet Method. 

* By this method, the children are first taught the names of the 
letters, ; nd they begin, at once, to spell all new words by these 
names. 

Until within a comparatively few years, this was the method 
universally employed, and it is still much used. 

It is very faulty, in that the names of the letters do not 
guide to the pronunciation of the word. As an illustration, 
take the word log. The name of the first letter is el ; of the 
second, the long sound of o, as heard in home ; of the third, je. 
Now if we employ these names in the pronunciation of the 
word, we have el-o-je — and this comes very near to el-o-gy — 
a significant word with a very different meaning from log. 

THE WORD METHOD. 

In this method, we begin by teaching words, which the chil- 
dren learn to recognize as wholes, and as the representations of 
ideas. This method is now extensively used ; and, when others 
are employed, they can be considered as only accessory to this. 
It has ever been by learning to recognize words as wholes that 
children who have been taught the names of the letters have 
learned to read ; for, when a child has spelled a word by nam- 
ing all the letters that enter into it, he knows no more about its 



It TEACHERS' MANUAL. 

pronunciation than if he had not spelled it ; the teacher must 
give him the word, and, if he forgets it, she must give it again 
and again, until he learns to recognize it; and this is the 
Word method, with the useless appendage of learning the 
names of the letters. 

THE SENTENCE METHOD. 

This consists simply in treating whole sentences as we treat 
words, in the Word method; the sentence bearing the same 
relation to the thought that the word does to the idea. The 
child being in possession of a thought, the sentence represent- 
ing that thought is placed before him, and he learns to recog- 
nize it as a unit. It is claimed for this plan that it has decided 
advantages over any other, in teaching the children ease and 
naturalness of expression ; and I think this much, at least, may 
be justly claimed for it. 

It is well to train the child to keep the eye in advance of 
the voice ; and this method requires him to do this. I am 
satisfied, however, that, after a few short, simple sentences are 
taught in this way, the child begins to recognize the separate 
words in the sentence, and very soon comes to rely on his 
knowledge of words, rather than of sentences. 

THE PHONETIC METHOD. 

In this method, as advocated by Mr. Pitman, as many distinct 
characters are employed as there are sounds to be represented. 
All the ordinary letters of the alphabet are used, and to these 
are added sixteen characters ; making, in all, forty-two letters 
or characters. 

Each character always represents its own distinctive sound. 
All the words are spelled by the sounds that enter into them ; 
that is, phonically ; and no silent letters are ever used. This 
gives to the printed page an unusual appearance, and a casual 
observer would hardly recognize it as English. 

It is claimed for this method that it avoids nearly all the se- 



PLAN OF THE READERS. 15 

rious difficulties which meet the child at the threshold of learn- 
ing to read by the Alphabet method. 

In the old alphabet, the same character represents differ- 
ent sounds in different words, and often in the same word, and, 
as often, perhaps, it is silent ; again, the same sound is repre- 
sented by different characters, and the child has no means of 
determining what sound to give a letter, or whether to give it 
any sound, until he has been told in each case. In phonetic 
type, this difficulty is removed ; for, when the child has once 
learned the sound represented by each character, lie has the 
key to the pronunciation of every new word, and is able to go 
on rapidly, and without. the direct and constant aid of the 
teacher. The reading of the phonetic type is continued for a 
year or two, when the children are transferred to the common 
type. 

It is also claimed for this method, that it secures clearness and 
distinctness of articulation, and adds interest to the reading, 
because, by it, the pupils are able to help themselves, and thus 
to progress more rapidly in their work than by the ordinary 
Alphabet or Word method, in which they are dependent upon 
the teacher for each new step. 

After careful examination and trial of the method, I am sat- 
isfied that these claims can be fully sustained ; and yet the pub- 
lic has not been willing to receive it. The introduction of new 
characters, and the omission of silent letters have not been 
popular elements in the method ; and wherever it has been 
tried, it has, sooner or later, been rejected. 

At one time, a publishing-house in Cincinnati issued read- 
ing-books and periodicals in the phonetic type, and did a great 
deal to create an interest in this method. At present, we are 
not aware that any such publications are issued, or that any 
locality employs this method. 

Systems of " Pronouncing Type " are employed, with more 
or less success, as substitutes for the Phonetic type ; hut these 
cannot properly be called phonetic type, for silent letters are 
represented as well as the elementary sounds. 



16 TEACHERS' MANUAL. 

THE PHONIC METHOD. 

This differs from the Phonetic method in that only the un- 
modified letters of the common alphabet are employed. The 
mode of teaching is the same. No letter employed in the first 
book of this series of readers represents more than one sound, 
with the exceptions mentioned below, and new sounds are 
gradually introduced. Only the short sounds of the vowels are 
employed, but no distinctions are made between the short, the 
obscure, and the short obtuse sounds, believing that these dis- 
tinctions have no bearing on the main object had in view,— to 
give the children a key by which they will be able to help them- 
selves to the pronunciation of words. The following letters and 
combinations are found in the Primer, each character represent- 
ing but one sound, with the exceptions stated. 

Short, simple vowels, a, e, I, o, u, 5. 

Long compound vowels, ow and oy, 2. 

Simple consonants, b, c, d, f, g, h, 1, m, n, p, r, s, t, v, w, 
y, and z, . . 17. 

Compound consonants, j, x, and ch, 3. 

Digraphs, sh, th, and ng, 3. 

This gives us thirty characters and thirty sounds. 

The letter s represents the soft sound of c as heard in song, 
in all words except is, his, and has, which, to avoid confusion, 
are taught as words. C represents the sound of k, and k and q 
are omitted. 

This method has all the advantages of the Phonetic plan, 
with none of its objections. By this plan, the pupil is trained 
to observe carefully the sounds that enter into each word, and 
the results of the various combinations, as indicated by pro- 
nunciation. It tends to cultivate clearness and distinctness of 
articulation, and enables the pupil, very soon, to help himself 
in the pronunciation of new words. 

The child may not be conscious of the recognition of sounds 
as belonging to certain characters or combinations beyond those 
to which his attention is especially directed ; and, yet, he in- 



GENERAL PRINCIPLES AND DIRECTIONS. 17 

stinctively does this, and thus, in time, is able to form an 
approximate idea of the pronunciation of new words. If he 
sometimes makes mistakes, these are soon corrected, and, in this 
way, he acquires new words. As he grows older, he becomes 
conscious of this process, and applies the knowledge he uncon- 
sciously gained at an earlier period. 

Without this power, the process of learning to read would be 
exceedingly slow and difficult. The Phonic plan will aid the 
child, in this direction, very much, and will give him power to 
pronounce new words at once, without the aid of the teacher ; 
and he will thus advance much more rapidly in his reading. 
This has been proved by the most thorough tests. 

This plan is also a great help in learning to spell. By the pro- 
cess of analysis, the child observes carefully all the elements that 
enter into the word, and is thus better prepared to spell it. 
This process is also an excellent disciplinary exercise, cultivat- 
ing the ear and the voice, as well as the eye. We find a large 
number of children in our public schools, who have a foreign .ac- 
cent, and in no way can we so quickly and effectually correct 
this, as by phonic drill. 



GENERAL PRINCIPLES AND DIRECTIONS. 

Before entering upon a discussion of the different methods 
of teaching reading, it may be profitable to consider, briefly, a 
few general principles. 

I. Ideas come before words. Before giving children words 
and sentences, awaken in their minds the ideas and thoughts 
of which these are the visible expressions. To aid in this, all 
the early books of the series have been fully illustrated. 

II. Do not tell a child that which he can, by reasonable ef- 
fort, find out for himself. The knowledge that he acquires by 
his own exertion is not only made permanent, but the. effort 
put forth in obtaining it, imparts strength and self-reliance, 
which are worth more than the knowledge gained. The disci- 



18 TEACHERS' MANUAL. 

pline is also invaluable to him in forming right habits of 
study. 

III. Activity is a law of childhood. Therefore provide the 
children with something to do. If you do not give them con- 
stant employment, they will find it for themselves. 

IV. Change is rest. Variety lends additional interest. Do 
not, therefore, conduct every recitation in the same way ; 
introduce as much variety as possible. 

V. Avoid too long lessons. Never continue a recitation up 
to the point of weariness, but dismiss the class before the 
interest flags. From fifteen to twenty minutes is as long as 
little children can be held profitably. As the pupils advance 
in age, the time may be gradually extended. 

VI. Be careful to avoid a high key in reading ; also, all 
monotonous, drawling and sing-song tones. Cultivate an easy, 
conversational style, and perse veringly hold to it. 

All weariness and languor are sure to manifest themselves 
in the tones of the voice ; hence, the importance of the caution 
given, not to continue the recitation under such conditions. 

VII. The division into lessons is not designed to indicate 
how much is to be accomplished at each session of the class, 
but is rather to give a division of topics. One section often 
contains sufficient for several exercises. It is quite impracti- 
cable to prescribe lessons for all classes and teachers. One 
teacher is able to accomplish much more than another ; and 
the same teacher is able to do more with some classes than 
with others ; hence, the amount for any given recitation must 
be left mainly with the teacher. Any indications, therefore, 
that may be given in regard to the work of any recitation, 
must be regarded only as suggestive. The teacher must rely 
on her own experience and judgment. 

VIII. Avoid too much drilling. Nothing is better calcu- 
lated to drive all life and interest out of a class, than long- 
continued and oft-repeated drills on the same lesson. 

This is frequently done with the idea of being thorough, but 
I am satisfied that grave mistakes are often made just here. 



GENERAL PRINCIPLES AND DIRECTIONS. 19 

These inane repetitions are at once unnatural and stupefying 
in their tendencies. It is not the way the child learns in the 
school of nature." Outside of the school-room, he gathers ideas, 
here and there, and often in rapid succession. Many of these 
seem to pass away, almost as quickly as received ; but in his 
communings with others, and with the objects of nature about 
him, the same ideas come up, again and again, until they become 
a part of his very thought and life. If we were to stop to 
drill into the child every new idea or expression in such a way 
that he might never forget it, we would disgust him with every 
new acquirement. 

Knowledge is necessarily a matter of growth. It comes to 
us, like the light of the morning, by slow degrees. Who does 
not, at each repeated reading of a valuable book, gain new 
ideas ? Are we not all conscious of the growth of our ideas ? 
We should, then, be content, if the child, at the first presenta- 
tion of a truth, gets only the faint glimmer of the dawning 
light. At the second view, he will see more than at the first, 
and, at each repeated presentation, his vision will grow broader 
and clearer. I have endeavored, by a careful gradation of 
difficulties, and by a frequent repetition of words, so to arrange 
the successive lessons in these reading-books, as to avoid much 
drilling on the same lesson. 

To a great degree, each new lesson is a review of former les 
sons ; and thus, by frequently meeting the same words in new 
relations, the pupil becomes familiar with them, without wear- 
iness or loss of interest. 

IX. Allow no pupil to answer in recitation, unless he is 
called upon. 

If the teacher wishes to know how many in the class are 
able to answer, he may ask such to raise the hand, and then he 
may call on any one, at his discretion. Do not put too much 
reliance on the raising of the hand, however, as an indication of 
the knowledge of the class. Nothing can take the place of per- 
sonal examination. Each individual should be carefully ques- 
tioned. Simultaneous recitation is useful at times, but is liable 



20 TEACHERS 1 MANUAL. 

to great abuses. We may resort to it occasionally, to bring 
out the voices of the children, to regulate the rate of utterance, 
to wake up a class, or to fix in mind some word or statement, 
but never as a test of thoroughness. 

X. Children are great imitators, hence the importance of 
right example. With this view, select, occasionally, one of 
the best readers in the class to render a passage, while all the 
rest observe and note the praiseworthy points, and then let 
others try to do as well. The teacher may, also, occasionally 
give such examples, to be followed by similar criticisms and 
exercises. As a rule, however, it is better to let the children 
give the examples. I would urge two reasons for this ; — in the 
first place, I am satisfied that children imitate those of their 
own age more readily than they do older persons ; and, in the 
second place, it is always better to let the chiluren do as much 
of the work as possible. 

XI. Be careful not to let the criticisms run too much into 
fault-finding. Words of encouragement always go much 
farther than words of censoriousness, even in correcting 
faults. Criticism implies something more than the point- 
ing out of defects. Its office is to hold up to view good, as well 
as bad, qualities. If objections are made, let the reasons for 
them be clearly stated, and the remedy indicated. 

XII. Do not depend too much upon the eye for criticisms. 
Verbal errors are of less consequence than the general render- 
ing of the thought. For this reason, give preference to the ear, 
in making your criticisms. 

XIII. You will succeed in making permanently good read- 
ers, only by leading the children to form right habits in read- 
ing. For this reason, insist on the children's reading and 
reciting correctly in all their class exercises. 

XIV. As the thought should always go before the expres- 
sion, so the eye must always anticipate the voice. Carefully 
train the child in this somewhat difficult achievement. He 
who frequently gives his eye to his audience, reads with the 
best effect. Let the children practice this as soon as they are 



GENERAL PRINCIPLES AND DIRECTIONS. 21 

sufficiently familiar with words to do it. In this way they 
will soon acquire the power of taking in whole sentences with 
the eye before they are ready to enunciate them, — a very impor- 
tant element in good reading. 

XV. The posture, whether sitting- or standing, should be 
erect. 

If sitting, rest the entire soles of the feet on the floor. 

If standing, place the heel of one foot nearly opposite the 
instep of the other foot, a little removed from it, and at 
an angle of about forty-five degrees with it. Rest the prin- 
cipal weight of the body on the foot thus turned, changing 
from one foot to the other as often as necessary to relieve the 
sense of weariness. 

The head should be erect and the shoulders thrown back 
so as to give the fullest freedom and capacity to the organs of 
the chest. 

Let the book be held in the left hand with the thumb and 
little finger on the inside of the book to keep the leaves down, 
and three fingers under the book. This leaves the right hand 
free to turn the leaves. The children should not be asked 
however, to maintain this exact position very long at a time. 
If the children sit during the recitation hour, and only rise when 
they are called upon to recite, they may observe the position 
as above directed while actually engaged in reading, but, when 
sitting, may change positions. 

Children can not remain long in one position. Do not allow 
weariness of any kind to draw off the attention and detract 
from the interest of the lesson. 

XVI. Instruct the children to fill the lungs with air before 
commencing to read, and to breathe so often that it will not be 
necessary for them to take quick, or long, deep respirations, 
while reading. 

The breathing should take place at those points where the 
voice is necessarily suspended, and should be so quiet as not 
to be heard by any one listening. 

Frequent exercises by the whole class, and, occasionally, by 



22 TEACHERS' MANUAL. 

the whole school, in full, deep breathing will be found very 
beneficial in strengthening the lungs and giving force and 
volume to the voice. Let the breath be taken in and given 
out slowly and quietly through the nostrils, without any 
motion of the shoulders.- 

At such times, let the windows be thrown open to admit 
fresh air. 

PREPARATION FOR THE READING LESSON. 

The first step in the preparation of every reading lesson 
should be taken in the recitation. All obstacles that can- 
not be overcome by the children alone should be removed 
before they are left to themselves in their preparation. In 
the more advanced reading lessons, let the teacher call atten- 
tion to all new and difficult words, and see that all the mem- 
bers of the class are able to give their meaning and pronounce 
them correctly. Let the teacher next read the lesson before 
the class in as expressive a manner as possible, while all, with 
the book open before them, follow her with the eye. 

The teacher may now question them to know that they get 
the general thought of the author, so that they may read it 
intelligently when alone, and before coming to the next recita- 
tion. At the opening of the next lesson, let the teacher ques- 
tion the children : 

1. As to the subject of the piece. 

2. As to the persons or principal objects named. 

3. As to the leading thoughts or incidents recorded. Let 
different members of the class give these in their own lan- 
guage. 

4. As to the meaning and pronunciation of the new and 
more difficult words. In this connection, it would be well to 
have the youngest children pronounce the words in order, 
around the class ; first forward, and then backward, as directed 
under Word Method. This may be followed by other exercises, 
as there indicated. 

Nothing will aid the children more in learning to read, than 



OBJECT LESSONS. 23 

much reading aloud at home. This the teachers should encour- 
age as far as possible. Let the lessons be read aloud to their 
parents or older brothers and sisters. In addition to this, en- 
courage them to subscribe for some one or more of the many 
excellent children's magazines. 

OBJECT LESSONS. 

A course of object lessons, given in connection with the 
reading lessons, or in anticipation of them, will greatly facili- 
tate the progress of the children in their reading. By means 
of these lessons, a large number of words, both oral and 
written, will be added to their vocabulary, and a large amount 
of reading from the board will be given. 

For a plan of these lessons, and full directions in regard to 
them, see " Manual of Elementary Instruction," and " Lessons 
on Objects," prepared by the author, and published by Scrib- 
ner, Armstrong, & Co., New York. 

These lessons will also prepare the way for a better under- 
standing of the terms employed in the reading lessons and the 
allusions to various objects in nature. If such a course is not 
systematically given, wherever descriptive terms occur, or ani- 
mals, plants, or other objects are mentioned, the teacher should 
be careful to give the necessary illustrations and information, 
that the children may have the ideas clearly before them, and 
that their interest may be awakened. 

EXERCISES IN READING. 

Endeavor to get as great a variety in the reading as possible. 
With this view, the teacher may vary the plan of drill. 

I. Let the children pronounce the words in turn around the 
class, as they occur in the sentences ; first forward, and then, 
backward. This is a capital exercise for holding the attention, 
and training them to keep their places and follow the lines. 

II. The teacher may read one word, and the class, the next, 
and then reverse the order. 



24 TEACHERS' MANUAL. 

III. Read from pause to pause. 

1. As directed for words in I, 

2. As directed for words in II. 

IV. As an occasional exercise, the class may read in con- 
cert. 

1. To wake up the class. 

2. To bring out the voices of timid ones. 

3. To check the speed of those who are too rapid. 

4. To quicken the speed of those who are too slow. 

5. As an exercise in pronunciation. 

V. Arrange the class in sections, two or more, and let them 
alternately read in concert successive lines, sentences or stan- 
zas. As a variety, this will add interest, and help to wake up 
a class. 

VI. Pupils may be called upon to read, in turn, the same 
paragraph, the class, or teacher, or both, deciding as to the one 
who reads best. 

VII. Let the children read, paragraph by paragraph, as di- 
rected by the teacher. 

VEIL Let each child read until he makes a mistake, when 
one of those who first discovered the mistake may take up 
the reading, the teacher selecting the person. 

IX. Call on a child to read, telling him to continue until 
another is named. Interrupt him during the reading of the 
sentence, by calling on another. If the second is not ready to 
take up the reading, promptly, call on a third, etc., etc. This 
requires the closest attention on the part of the class. 

X. Let the pupils, in turn, stand before the class or school, 
and read a lengthy paragraph, or several short ones, to be fol- 
lowed by class criticism. Occasionally, an entire selection may 
be read by a pupil previously designated. 

XL Have an occasional dialogue or recitation before the 
class or school. 

XII. Occasionally, the teacher may read, and the class re- 
peat in concert, imitating the teacher. This, however, should 
only be done to give variety. As a rule, it is better that 



CULTIVATING IMAGINATION. 25 

the children should give their own interpretation of the ideas 
contained in the lesson, modified by the suggestions and criti- 
cisms of the class and teacher. 

XIII. A lively interest may be awakened by choosing sides, 
as is sometimes done in spelling. The teacher, or one of the 
pupils chosen by the class as umpire, deciding which side 
makes the most mistakes ; or each pupil may be required to take 
his seat as soon as he makes a mistake. 

XIV. The teacher may, now and then, read a selection be- 
fore the class, and the class reproduce the same on their slates, 
or on paper. 

This is an excellent exercise in cultivating the power of at- 
tention and language. 

XV. Frequent drills on the elementary sounds, without any 
reference to the characters that represent them, will be found 
very useful. The children may be exercised in giving these 
in different keys, and with different degrees of force. This 
will lend interest to the exercise. 

READING TO BE MADE A MEANS OF CULTIVATING THE 
IMAGINATION. 

One important design of the illustrations is to cultivate 
the habit of forming vivid conceptions of what is read. 
Reading should be made very useful as a means of cultivating 
the imagination. With this view, after the children have been 
questioned on any given picture, until all the ideas it contains 
have been brought out, let them shut their books, and tell all 
they can of the picture. 

As the imagination becomes more vivid, and better able to 
create its own pictures, the illustrations are dropped. Where 
objects or scenes are described without an accompanying illus- 
tration, let the children close their eyes, and try to see the 
things referred to in the lesson. To help the children, the 
teacher may sometimes give a vivid description, a sort of 
word-picturing of the ideas contained in the lesson, and 



26 TEACHERS' MANUAL. 

then question the class as to how many have the picture in 
their minds. Teachers cannot give too much attention to this 
important part of culture in reading. Do not allow the chil- 
dren to form the pernicious habit of reading without ideas. 
The object of the reading exercise is to teach the children to 
express correctly the ideas represented on the printed page. 
If they do not have the ideas, they cannot express them intel- 
ligently. As a rule, the more vivid the conceptions of the 
children, the better their reading will be. 



DIRECTIONS FOR USING THE BOOKS. 

THE PRIMER. 

The Alphabet method is so nearly obsolete in our best 
schools, that I do not deem it necessary to give detailed direc- 
tions as to a mode of using it. Nor do I like, in this way, 
to encourage teachers to employ it. A teacher who will take 
the trouble to study any plan, will prefer to study the best. 

The Charts and the Primer contain full alphabets of both 
small and large letters. In the Primer, as on the Charts, new 
letters are introduced gradually, and the child should be taught 
the new letters as they appear in the successive lessons, and 
led at once to make a practical application of what he learns, 
by combining the letters into words, and the words into sen- 
tences ; — in other words, by reading. 

Exercises in selecting and naming letters may be had, as di- 
rected under Phonic Method, using the names instead of the 
sounds. The Alphabet Charts may also be used to advantage 
in this drill. 

THE WORD METHOD. 

The design of this method is to teach the children to recog- 
nize words as signs of ideas, without giving any attention, at 
first, to the elements of which these words are composed. 



DIRECTIONS FOR USING THE BOOKS. 27 

The children learn to recognize the words by their forms, as 
they learn to recognize other objects. 

Let the teacher begin by a familiar conversation with the 
children about the cat. In all the early lessons, the teacher 
should aim to get the children to talk freely. A little time 
spent in familiar conversation is by no means lost. 
The following may serve as a suggestion : 
" How many have cats at home ? What can you tell me 
about their color ? What about their size ? What do they do ? 
What do they do with the mice ? What do they do with the 
rats ? How many have seen cats that didn't get enough to 
eat ? How did they look ? How did the cats look that had 
plenty to eat ? " 

Call their attention to the picture of the cat on Chart No. I., 
Lessons I. and II., and ask them what it is. " Why do you say it, 
is a cat ? What can a cat do ? How many think this cat can 
catch rats and mice ? How many think she can run ? How 
many think she can mew ? Then, why do you say this is a 
ca t? " — By questions of this kind, lead them to say that it is 
the picture of a cat, and not a real cat. " What do you think 
about the cat of which this is the picture ? What do you think 
about her having enough to eat ? " 

" What is this ? " — pointing to the picture of the cat in Les- 
son III., on the same chart. — "What do you think about this cat's 
having enough to eat ? Which of these cats, do you think, has 
the most to eat ? Why do you think so ? Susan may point 
to the fat cat. John may point to the lean cat." 

The teacher may now point to the word cat, and say to the 
children, "This, too, is a kind of picture, and means the 
same as the picture of the cat. It is a picture of what you say, 
when you say cat, and we say it is the word cat, or cat. 
What is this ? " pointing to another word like it, " and this, and 
this," etc. — 

Teacher. — Who would like to point to one of these words, 
and tell me its name ? As many as would, may raise their 
right hands. — In turn, let the children select and name the 



28 TEACHERS' MANUAL. 

word cat, until they can do it quite readily ; the class always 
deciding as to the correctness of the selection. 

Teacher. — When I asked, at first, " What is this picture? " 
some of you said, "A cat" I will now show you a picture of 
what you said. — The teacher, pointing to the words, a cat, 
says, "This is it, and we call it — a cat. As I point to it, 
George may speak it." Call on several members of the class 
to speak the words, and lastly, on the whole class as one. 

If there is difficulty, at first, growing out of the diffidence of 
the children, to get them to speak separately, the teacher may 
allow them to answer together, until a little of this embarrass- 
ment has worn off; and afterwards resort to individual an- 
swers. Exercise the class in naming and selecting, as with the 
word cat. 

The teacher should be careful about the pronunciation of the 
letter a, as it stands connected with other words. It has very 
nearly the sound of a as heard inr advice, liar, mental. It is 
nearly the short sound of a quickly and slightly pronounced 
and in close connection with the word to which it belongs, as 
heard when we are reading and speaking. A common error 
is to give it the sound of a, as heard in hate. To avoid this, do 
not allow the children to pronounce it alone, but always in 
connection with the word to which it belongs. 

Let the teacher place the words cat and a cat several times 
on the board, arranging them indiscriminately, and exercise the 
children as on the chart. If the charts are not employed, the 
board may be used as a substitute. As the words are printed, 
the children may be asked to name them, and, afterwards, to 
select as the teacher names. 

Let the exercise on the board be followed by an exercise 
with the children at their seats with the Primer. 

Let them open the book to Lesson I., and have an exercise in 
naming and selecting the words cat and a cat, as on the board 
and chart. If this lesson is found to include too much, the 
teacher may divide it into two lessons. 

Begin the next reading lesson with a brief review of the 



DIRECTIONS FOR USING THE BOOKS. 29 

previous one. Take next the picture of the mat, and the 
words accompanying it, as found in Lesson I., and treat" them 
as directed for the picture of the cat and the words cat and a 
cat. Begin with a familiar conversation about a mat. 

" How many have seen a mat ? Where ? What its use ? " &c. 
Suggestions made for the former lesson are good for this. 
No set form of words, or questions, or exact plan, can be fol- 
lowed. Catching the spirit of the plan, each teacher must 
work it out in her own way. Principles cannot be too care- 
fully observed, or too rigidly followed; but the method of 
applying them must come from the teacher, if she would be truly 
successful. 

The same exercises, in the same order, may be had with these 
words as with cat and a cat. 

In Lesson II., the pictures of Lesson I. are repeated for the 
purpose of teaching, in a practical way, the difference in the 
use of a and the. We have here three new words, — this, is, the. 

Call the attention of the children to the picture of the cat 
in Lesson I., and question them as follows : — " What is this ? 
Who will find another picture just like it on this chart ? 
James may point to it. Is this the cat ? " — The children 
answer, " It is." — Lead them to make the full statement, " This 
is the cat" — " What did I ask ? What did you answer ? How 
many would like to see just what I asked? Here it is" — 
pointing to the first question in Lesson II. — " You may read it." 
— If the children hesitate, the teacher may repeat the question, 
and the children repeat it after her. — " When I asked, ' Is this 
the cat ? ' what did you answer ? Who would like to read 
this answer on the chart ? Here it is. John may read it." 

Question them in regard to the mat in Lessons I. and II., as 
in regard to the cat, and lead them to read the sentences oppo- 
site the picture of the mat, in the same way as those opposite 
the picture of the cat. The teacher points to the sentence first 
read, and asks, tl Who will read this ? 5 ' and, in succession, calls, 
in the same way, for the reading of the second, third, and 
fourth. She then points to them indiscriminately, and calls 



30 TEACHERS' MANUAL. 

for the reading. She may now repeat the sentences, one at a 
time, and call on the children to find them. Let her now- 
print these sentences on the board, and exercise the children 
in reading and selecting, in the same way as on the chart. 

Follow with similar exercises in the book, in selecting sen- 
tences called for by the teacher, and in reading them. Until the 
children are able to handle the books quite readily, it is better 
to have these reading exercises at their seats, with the book 
open before them ; the left hand on the book to keep it open, 
and the right hand free to point to the words. 

The next lesson on the chart should begin with a review of the 
sentences in Lesson L, consisting of the exercises in reading and 
selecting, as at the previous lesson. The teacher now points to 
the last two words in the first sentence of the second lesson, 
the cat, and asks, " Who can tell me what these words are ? " 
If no one is ready to answer, let the children read the sentence 
again and observe what the words are called. Let them now, 
in turn, select other combinations like them. Treat the 
words the mat as found in the third and fourth sentences, in 
the same way. Let the pupils name these combinations as the 
teacher points, sometimes to one and sometimes to another. 
Let them select as the teacher names. Next, call their atten- 
tion to the first word in the first sentence, — is, — and then, to 
the first word in the second sentence, — this, — and treat them 
in the same way as the combinations, the cat, and, the mat. 
Exercises on the board and in the book should follow as in 
previous lessons. 

It will be observed that I have directed to jiave the word the 
-taught in combination with the word to which it properly be- 
longs. My object in this is to avoid a wrong pronunciation of 
the word. When used in combination with other words, the 
final letter has the sound of e as heard in blotted, panel, 
fuel, which is something like short e, slightly and quickly 
pronounced, and it is difficult to give it correctly when uttered 
alone. It is better, therefore, to let the children always speak 
it in combination with the following word. 



DIRECTIONS FOB USING THE BOOKS. 31 

The word, when it occurs in combination with another 
word, has the same sound as the syllable the in the word never- 
theless. 

Another plan for teaching Lesson II., would be, to begin with 
the words, as in Lesson L, and so build up the sentences. 
Take first the cat, second the mat, and then the words is and 
this, and treat them as directed for the words and combinations 
in Lesson I. The teacher can choose between the two plans. 

In Lesson III., we have but two new words, — on and fat, and 
pictures of a different cat and mat. Remind the children of 
the first conversation about the cat, and ask, " What did you 
say of this cat ? " pointing to the cat in Lessons I., and II., and, 
" What did you say of this cat ? " pointing to the cat in Lesson 
III. " What kind of a cat do you say this is ? " Children — 
A fat cat. " How many of you would like to see a picture oJ 
what you say ? Here it is," pointing to the words, " and 
here it is again." Let the children repeat the words as the 
teacher points to them. " Willie may now show me the word 
cat. Esther may show me the word fatP If they fail, the 
teacher, at once, points to the words, and afterwards, in succes- 
sion, to the same words on different parts of the chart ; the 
children naming the words, either individually or as a class, as 
directed by the teacher. The children should not be allowed 
to answer, unless called upon by the teacher. They may indi- 
cate their readiness to answer, by raising the hand. 

Before teaching the word on, the teacher may bring out the 
idea it represents in some such way as this ; — she places the 
book on the table, and asks, " Where is the book ? Where is 
it now?" placing it on the chair; and, "Where now?" plac- 
ing it on her hand, or on the floor, etc. 

" And where is this cat in the picture ? " pointing to the 
picture of the fat cat on the mat. — " How many would like to 
see the word that means on f Here it is ; what do you call it ? 
Here it is again, and here, and here again, and again," the 
children giving the word every time the teacher points. Let 
the children, in turn, select the word as many times as they 



32 TEACHERS' MANUAL. 

can, naming as they select, and the class deciding as to the 
correctness of the selection. 

They have now had all the words in Lesson III., and are 
prepared to put them together into sentences, or to read. It 
will interest them much more to read something that ex- 
presses a complete thought, than to read single words or phrases ; 
and, in this way, they will sooner get the true significance of the 
words. A few questions may be put to them, preparatory to 
reading the sentence in which these new words occur. 

Call their attention to the picture of the fat cat on the mat, 
at the lower right-hand corner of the chart. Teacher. — 
What is this ? pointing to the cat. Children. — The fat cat. 
Teacher. — Where is the fat cat? Children. — On the mat. 
Teacher. — Now tell the whole story. With a little conversa- 
tion of this kind, the teacher should lead them to say, u The 
fat cat is on the mat." Teacher. — Yes, that is right ; and here 
is just what you say, and you may read it to me from this 
chart. The teacher points to the statement, and the children 
read it. Let them now select the words fat and on in this 
sentence ; and, if there is time, other words may be selected 
and sentences read. Continue the exercises on the board 
and in the book, as before directed. The work should be 
continued on this chart, until the children are able to read 
all the sentences contained on it. As soon as they are able to 
select quite readily the words in their books, at their seats, 
they may bring their books to the class, and, holding them in 
their left hands, leave their right hands free to point to the 
words selected. 

In Lesson IV., the new word is bat / in Lesson "V., rat/ and 
in Lesson VI., hat y all of which are to be treated in the same 
way as directed for cat and mat. 

In Lesson VII., we have four new words, — has, his, lad, and 
pad. The last two may be taught in the same way as cat and 
mat. As soon as the children are able to select readily the 
word lad, again call their attention to the picture and ask, 
" What is this ? " The children will answer, "A lad." Lead 



DIRECTIONS FOB USING THE BOOKS. 33 

them to make the full statement, " This is a lad.'''' Then ask, 
" How many of you would like to read from the chart what 
you say ? Here it is ; Anna may come and read it." Let the 
class read it. After the word pad is learned so that the chil- 
dren can readily recognize it, the teacher may ask them, what 
the lad has. Let them make the full statement, " This lad has 
a p>ad." " Mary may read this from the chart, as I point to it. 
Ellen may read it. Susan may show me the words, a pad, 
Frank may show me, this, and George, lad. What word has 
not been pointed out in this sentence ? Who will point to it ? 
Charles may show it to me. What is the name of this word ? " 
If no one is able to tell, question as before, and get the class 
to make the oral statement, and then let them read it from the 
chart, observing carefully each word as they cdme to it. By 
thus comparing the oral with the printed statement, they will 
see that the word must be has. Let them now select all the 
words like it which they can find on the chart, and treat them as 
other new words have "been treated. Before reading the third 
sentence, the teacher may ask, " What has the lad besides a pad ? 
What has he on his head ? What, then, may you say the lad 
has ? " Take nothing short of the whole statement, " This lad 
has a hat" " Edward may read this sentence from the chart, as 
I point to it ? " Let them next read the fourth sentence. Before 
reading the fifth sentence, let one of the boys in the class take 
his own hat in his hand. Ask the class what the boy has in 
his hand. They will answer, " His hat." Teacher questions 
again, "Whose hat?" Children answer, "His hat." Ask 
the children whose hat it is that the lad in the picture has on 
his head. Lead them to make the statement, " This is his hat." 
Let them next read it from the chart. "What new word do 
you find here ? " Treat this as directed for has, and let the chil- 
dren read the remaining sentences in the lesson. Throughout 
this work, the exercises on the board and in the book must be 
continued as directed. 

The amount to be accomplished at each lesson must be left 



34 TEACHERS' MANUAL. 

to the discretion of the teacher; I have only indicated the 
general plan to be pursued. 

In Lesson VIII., we have three new words, — nag, cab, and. 
Begin by questioning the children as to what they see in the 
picture. Among other things, they will doubtless say, " A 
horse, a wagon, and a boy ; " the terms nag, cab, and lad 
must be given them as substitutes, meaning the same thing. 
Teacher. — What can you say about the size of this horse? 
How many have seen mVich larger horses than this ? A small 
horse like this we sometimes call a nag. What do we some- 
times call a small horse like this ? And this is the word that 
means nag, — the teacher pointing to the word. Exercise them, 
as before, in naming and selecting. The teacher will tell the 
children that a wagon which looks like this is called a cab. 
We often see cabs in large cities. Treat cab as nag. 

Teacher. — What two words have you just learned? 
Children. — Rag and cab. What word did you put be- 
tween nag and cab ? Children. — And. Teacher. — Yes ; here 
it is, pointing to it on the chart. Treat this as the other 
words. After a little exercise on the board, in naming and se- 
lecting, the children are prepared to read, first from the chart, 
and then from the book, all contained in Lesson VIII. Before 
the statements are read from the chart, they may be brought 
out by questions, as in Lesson VII., in oral statements, or 
they may be read at once, word by word. 

It is hardly necessary to continue these directions. Suffi- 
cient examples have been given to suggest the general plan of 
procedure. 

It will be observed that the effort has been to awaken the 
idea, and make that distinct before giving the term. If this 
principle is carefully observed, the teacher may follow her own 
plan in working it out. To aid in this, each picture is de- 
signed to illustrate the principal ideas contained in the text ac- 
companying it. 

All the new words in each lesson are arranged at the head 
of the lesson, both on the charts and in the books, as a con- 



DIRECTIONS FOR USING THE BOOKS. 35 

veuience to the teacher in calling the attention of the children 
to them, and as an exercise in selecting words. Their meaning 
is often better brought out by calling attention to their position 
in the sentence, than by treating them in an isolated way, as 
already illustrated in teaching a, an, the, this, is, his, and has. 

In such cases, let the children read the sentence at once, as 
an expression of the idea previously brought out by the 
teacher. A subsequent exercise in selecting and naming may 
be had. But the teacher must exercise her own ingenuity 
and judgment as to the best plan for bringing out ideas. 

No spelling of any of the words should be attempted ; and no 
special effort need be made to teach the names of the letters, 
as they can be of no possible service to the children in learning 
to read. After considerable progress has been made in read- 
ing, the teacher may call the attention of the children to the 
elementary sounds of which the words are composed. For 
this purpose, he may turn to the first Chart, and have exercises 
in Phonic analysis and synthesis, as directed under .Phonic 
Methods, and, before leaving the Primer, the children will be 
able to spell all the words by their elementary sounds. This 
is not, of course, essential to this plan of learning to read ; and 
may, if the teacher deems best, be omitted. I would strongly 
recommend it, however, as being very useful in cultivating 
distinctness of articulation and as greatly aiding the children 
in the acquisition of new words. 

At the heads of the lessons on the Charts, are a few words 
arranged for the Phonic Analysis and Synthesis. These con- 
tain all the elements found in the Primer and Charts, with the 
exception of the words mentioned in the directions for using 
the Phonic method, page 38. Spelling by the sounds that 
enter into the word is easily acquired, and should precede the 
spelling by the names of the letters. I would not recommend 
introducing the latter for the first few months, or until the 
First Reader is begun. It would be better, perhaps, to wait 
until the Second Reader is commenced. 

An occasional lesson in drawing or printing, will give pleas- 



36 TEACHERS' MANUAL. 

ing and useful occupation to the children. The plain forms of 
the large letters, as found on the third page of the Primer, and 
on the Alphabet Chart No. I. are well adapted to this purpose. 
The teacher may print the letter to be copied, on the board, 
or the children may copy from the chart or from the book, as 
the teacher prefers. The letters should be taken in the order 
of their simplicity ; as, I, L, V, T, X, Z, H, Y, A, N, F, E, 
W, M, K, etc. After all these large letters have been printed, 
the small letters, as found on page 4, and Alphabet Chart No. 
I., maybe considered, taking first those forms that most nearly 
resemble the large letters ; as, i, v, w, o, x, z, k, 1, n, m, etc., 
in the order of simplicity. 

In some schools, an exercise in writing script, instead 
of printing or drawing, may be preferred. If so, Chart No. II. 
with the script characters, may be employed, or the teacher may 
put the forms on the board. The making of single letters may 
be followed by their combination into words. It is important 
that the teacher aid the children in their first efforts at print- 
ing, by showing them how to place their slates, hold their 
pencils, and form the letters ; but, if she cannot do as much as 
this, she should, at least, observe how well they succeed, and 
give such encouragement as she can. 

THE SENTENCE METHOD. 

By this plan, the children learn to recognize sentences as ex- 
pressions of thought. As in the Word method, the idea should 
come before the word, so here,' the thought should come before 
the sentence. To facilitate teaching by this plan, the sentences 
are all arranged in single lines, and the thoughts they express 
are fully illustrated in the accompanying cuts. The print is made 
large and distinct, the words are well spaced, and the sentences 
are short, — containing not more than from seven to nine words. 
To bring out the thought, question the children in regard to the 
illustrations. This may be done from the Charts or from the 
Primer. 



DIRECTIONS FOR USING THE BOOKS. 37 

Beginning with Lesson I., call attention to the cut, and ask 
the children what they see. They will answer, "A cat" 
By further questioning, as illustrated in the Word method, 
lead them to see that it is not a real cat, but the picture of a 
cat. The teacher says, " I will now show you what means 
l A cat.'' Here it is," pointing to the words. " Anna may 
find it. Peter may find it." These selections may be made 
from the Charts or Primer, or printed on the board, or, what 
is better, all of these plans may be employed. It is better to 
begin with the Chart, follow with printing on the board, and 
finish with the Primer. Treat the words, a mat, as, a cat. For 
plan, see instructions under Word Method, Lesson I., page 27. 

For instruction in regard to the mode of treating sentences 
opposite the cuts in Lesson II., see instructions in regard to 
these same sentences under Word Method, page 29. The sep- 
arate words need not be taught, — the children learning to 
recognize each sentence as a whole. 

. For the sentences opposite the cuts in Lesson III., question 
as in Lesson II., bringing out the thought, and the oral 
expression of it, and then let the children read the printed 
form on the Chart, or board, or in the book, as already directed. 

In Lesson IV., the teacher asks, "Is this the cat?" The 
children answer, or may be led to answer, " This is a bat." 
Teacher. — What did I ask you ? Who would like to see the 
picture of what I asked ? Here it is, pointing to the sentence. 
John may read it. Jane may read it. All may read it to- 
gether. When I asked you, " Is this a cat ? " what did you 
answer ? How many would like to see this answer ? There 
it is, the teacher pointing to the second sentence, opposite the 
first picture in Lesson IV. Ellen may read it. Henry may 
read it. All may read it. 

Treat the sentences opposite the second and third cuts as 
suggested above for the first. Let the children read the 
sentences, as the teacher selects, and select as the teacher 
names. 

The illustrations now given will answer for subsequent 



38 TEACHERS 1 MANUAL. 

lessons. If this plan is pursued, the teacher will find, after 
a few lessons,* that the children will begin to recognize the 
separate words ; and the Word and Sentence methods may thus 
be used indiscriminately. 

The Word and Sentence methods may be profitably com- 
bined from the very outset, as shown in the treatment of Les- 
son I., page 27, under Word Method. Or the Sentence, Word 
and Phonic methods may be combined, getting, 

1. The thought. 

2. The expression of the thought. 

a. Orally. 

b. On the chart or board, or both. 

3. The idea expressed by the word. 

4. The expression of the idea, or the word. 

a. Orally. 

b. On the chart, or board, or both. 

5. The analysis of the word into its elementary sounds, pro- 
ceeding at each step as directed under Sentence, Word, and 
Phonic Methods. 

THE PHONIC METHOD. 

A thorough knowledge of the elementary sounds is essential 
to success in teaching by this method. This knowledge may 
be acquired by carefully studying the instruction given in Part 
Second, Elements of Spoken English, and by practice on the 
Phonic Charts. 

The characteristics of this plan, as also some of the advan- 
tages to be derived from it, have already been noticed, and need 
not be repeated. The aim is to put into the hands of the chil- 
dren a key by which they may be able to help themselves. 
Children like nothing better than to do their own work, and 
the business of the teacher is to put them in the way of doing 
it. In the ordinary mode of teaching to read by the Word 
method, the child is unable to take a single step in advance 
without the aid of the teacher. 

This is by no means a substitute for learning to recognize 



DIRECTIONS FOR USING THE BOOKS. 39 

words — it can be regarded only as auxiliary. Children can 
never learn to read with any degree of facility, until they are 
able to recognizcy instantly the words in the sentences, without 
stopping to analyze them. If, by the aid of the Phonic plan, 
they are able to recognize a larger range of words in less time 
than by the pure Word method, then we have a decided gain. 
Many other advantages are gained, but this alone is sufficient 
to recommend it. 

I would not, however, confine the teaching strictly to the 
Phonic method, but would, at the same time, employ other 
methods in combination with this. In the . directions that 
follow, I shall make use of all the plans considered, so far as 
I deem them useful. 

For the first few lessons on the Charts, the instructions 
given in regard to the Word and Sentence methods may be 
carried out. 

As soon as the children begin to feel at home, and to talk 
with freedom, they may again commence at Lesson No. I. Refer 
to the conversation had in the first lesson in regard to the cat, 
and let the children read the words. Ask one of the most in- 
telligent in the class to pronounce very slowly the word cat 
— again, more slowly — more slowly yet. 

Teacher. — What is the first sound you make when you 
say cat? Say it very slowly again. — Children, all watch care- 
fully and tell me what it is. 

If the children are unable to do this, let the teacher pro- 
nounce slowly the word cat, separating somewhat the sound 
of c, asking the children to observe, carefully, as she does so. 
Let the children repeatedly pronounce the word in the same 
way. Ask them to make the first sound they hear in the 
word. If no one is able to make it, the teacher may pro- 
nounce the word again, separating more distinctly the sound 
of c, which the children imitate. 

The word is now pronounced in two distinct parts, c at, 

and, lastly, the sound of c is made alone, first, by the teacher, 
and then, by the children. The teacher now asks the children 



40 TEACHERS' MANUAL. 

to find another c, — giving it its appropriate sound, — another, 
and another, until several children have been exercised in 
selecting. The teacher may now select or point to the letter 
on different parts of the Chart, and let the children give the 
proper sound. As a part of the exercise, the teacher may print 
the letter on the board, the children giving the sound as she 
does so. These exercises, in selecting as the teacher names, 
and naming as the teacher selects, should be rapidly alter- 
nated. The children may now take their seats, and print the let- 
ter on their slates, the teacher giving direction to their work. 

At the next recitation, the work of the last lesson may be 
hastily reviewed, and then the syllable at treated as the word 
cat. Call on one of the children to pronounce the syllable at 
very slowly, the other members of the class observing carefully 
as he does so. If possible, get the children to give these sounds 
from their own observation. If they fail to do this, the teacher 
may pronounce the syllable slowly and distinctly, and the chil- 
dren imitate. Again, the sounds are more distinctly separated, 
aud the children imitate as before ; and, finally, they are en- 
tirely separated ; as, a 1, and the children are exercised in 

making the separate sounds, and in selecting, as in case of 
the letter c. The exercises on the board and slates, in print- 
ing these letters, as directed for the letter c, follow. 

At a third lesson, the former exercises may be reviewed and 

the sounds combined, as indicated on the chart ; as a t, 

a- - t, a-t, at / c at, c at, c-at, cat. The children may now 

be exercised in finding the word cat on different parts of the 
chart, and naming as the teacher points. The teacher repeat- 
edly prints the word on the board, and the children name as 
she prints ; and, finally, the children print the word on their 
slates at their seats. 

At the fourth lesson, review the work of the three previous 
lessons, and teach the children to recognize the words, a cat. 
See directions under Word Method, and remarks in regard to 
the pronunciation of a. 

At the next lesson, take the word mat. Treat it as the 



DIRECTIONS FOR USING THE BOOKS. 41 

word cat. To get the sound of the letter m, pursue the plan 
given for the letter c. With the syllable at, they are already 
familiar, and it is not necessary to analyze it again. As soon 
as the children can make the sound of m, and can readily 
select the letter on different parts of the chart, give them ex- 
ercises in combining the sound with the syllable at, as indi- 
cated on the chart. Let them first pronounce the syllable at y 
let them make the sound of m, and follow it directly with the 

syllable at / as, m at. At a second repetition, bring the 

sounds a little closer together ; as, m- -at. At a third re- 
peating, nearer still ; as, m-at ; and lastly, unite them in one 
word. See Chart No. I., Lesson I. The word may now be 
treated as directed for cat. 

This should be followed by a lesson on, a mat, as directed for 
the words, a cat. See directions under Word Method. The 
children have now all the matter contained in Lesson L, and 
the next recitation may be occupied in reviewing it, giving 
them exercises both in selecting and analyzing words, and in 
selecting letters and giving them their appropriate sounds. 

The book may now be put into the hands of the children, 
and employed as directed under the Word Method, with this 
exception, that, when they fail to recognize a word which has 
been previously taught, they should be led to the pronuncia- 
tion of it by an analysis of the sounds that compose it. This 
direction should be strictly followed throughout the entire 
course on the Charts and in the Primer. The children should 
also spell, by phonic analysis, all new words containing only 
sounds already taught. This will help to make them familiar 
with the letters and sounds already learned, and prepare them 
for the analysis and" pronunciation of new words. In this way 
they will soon be able to help themselves to new words, with- 
out the aid of the teacher. In Lesson II., we have the new 
words, — is, this, and the. 

As these contain sounds and combinations not yet taught 
the children, they may be learned as words, as directed under 
Word Method. 



42 TEACHERS' MANUAL. 

In Lesson III., the new words are fat and on. Teach the 
children to recognize these words as directed in the "Word 
Method, and to analyze them as directed for mat and at, and 
as indicated on the Chart. Let them now proceed to the read- 
ing of the lesson, remembering that they are to recover any 
new words they may have forgotten, by a phonic analysis of 
them ; excepting, of course, the sight- words, — this and is. Be- 
fore attempting to read the words in the order in which they 
stand in the sentences, it may be well to have an exercise in 
naming words, as the teacher selects them, and selecting as the 
teacher names. This exercise should not be continued so long 
as to weary the children; they should very soon be allowed 
the pleasure of reading the sentences. 

The new words in Lessons IV., V., and VI., should be 
treated in the same general way as cat and mat. The direc- 
tions given for the treatment of previous lessons will apply 
equally well to these and subsequent lessons. 

In Lesson VIL, his and has, on account of the different sounds 
given to s, should be taught as sight-words, without any effort at 
analyzing them. For the mode of treating them, see the direc 
tions under Word Method. The words lad and pad may be 
treated as cat and mat. 

It is hardly necessar}' to give any further directions in regard 
to treating the new words in the lessors. They are arranged 
at the heads of the lessons, and wheie new letters are intro- 
duced, they are, in every case, indicated by the arrangement 
on the charts, as in cat and mat, and are to be treated in the 
same general way. 

As fast as the children become familiar with the sounds 
of the letters, let them analyze new words. At their seats, 
they will be able to review the lessons in the book, recovering, 
through the ability they have gained to analyze words, any 
terms they may have forgotten. This will be found to be of 
great assistance to the children, and will enable them to proceed 
much more rapidly than when they are dependent upon the 
teacher at each step. 



DIRECTIONS FOR USING THE BOOKS. 43 

The word into first occurs in Lesson XXVI., and the word 
to, in Lesson XLVI. The same remarks may be made in re- 
gard to these words as were made in regard to a and the y they 
should be spoken quickly in connection with the words that 
follow. In such connections o has the obscure sound as heard 
in actor, confess, to-day, tobacco, which is nearly the short 
sound of o, quickly pronounced. 

In Lesson LXI., the words, lemons, melons, and brings occur, 
in which s has the sound of z as in has, his, is / but, as they are 
already familiar with this sound as employed in these words, no 
confusion will result from it. The children may now be told that 
s sometimes has the sound z, the teacher making the sound. 

All the other words on the Charts and in the Primer may 
be analyzed, and treated phonically, as each letter of which 
they are composed has uniformly but one sound. 

The only capital letters employed, previous to Lesson IV., are 
in the words the, this, and is / and, as these are taught simply 
as sight-words, it is not necessary to call attention to them. 
In Lessons 4, 5, 6, 7, 8, 9, 10, 11, 12-, and 13, the capital letter 
A occurs, in addition to the above ; but, as this letter is always 
to be treated as connected with some word, it is not best to 
treat it separately. The children will, practically, have no 
difficulty with it. 

In Lesson XIII. , the capital letter S is introduced. This, by 
its similarity to the small letter s, will be recognized at once, 
and requires no attention. The capital letter L appears, for the 
first time, in this lesson, as does, also, the small letter I. Place 
the large and small letters side by side on the board, or call the 
attention of the children to Alphabet Chart No. II., where they 
are thus arranged, and tell them that both mean the same 
thing ; both have the same sound. Let the children make the 
sound of each. Compare these forms with the unornamented 
forms on Chart No. I. If the children are having lessons on 
form, let them describe the letter as formed of two short lines, 
one vertical, the other horizontal ; the horizontal line meeting 
the vertical line at the bottom. Let them print, at their seats, 



44 TEACHERS' MANUAL. 

from the models on the card, the board, or in their books, both 
the small and large unornamented letter. 

In Lesson XIV., the capital letter T appears, for the first 
time, in a word containing the short sound of a vowel. It 
has been employed in the words the and this, but these are 
taught simply as sight-words. It may be well now to call the 
attention of the children to it, treating it as the letter L. It 
is composed of two lines, one vertical, and the other horizon- 
tal, the vertical meeting the horizontal line on the lower side, 
and at equal distances from its ends. 

In Lessons XVIL, and XVIII., we have the capital letters 
B and M ; in Lesson XIX., Y ; in Lesson XX., H and C ; in 
Lesson XXL, D and W ; in Lesson XXVI., the capital I in the 
word it. I has appeared before, it is true, in the word is y but 
as s here has the sound of z, while in other words it has the 
soft sound of s, as in sun, this word has been treated as a sight- 
word, and not analyzed. In Lesson XLIX., the letter O occurs, 
and in Lesson L., the letter P. But as these are similar in 
form to the small letters", they will require no special atten- 
tion. 

The remainder of these letters may be treated as directed for 
L, comparing them with the forms of the small letters, as new 
letters appear in the reading lessons. 

The combinations th } sh, ng, ow, oy, and ch appear success- 
ively in the following lessons: — 25, 26,28, 37, 47, and 55. 
These combinations are not treated differently from the single 
letters, as the arrangement on the Charts indicates. For ex- 
ample, in Lesson XXV., let the teacher pronounce the word 
with, slowly and distinctly, emphasizing, and, at the same time, 
slightly separating the sound of th from the other sounds in 
the word. Let the children imitate. Continue to separate 
them more and more, until the sound of th is given alone. 
Let the children give the sound repeatedly. Treat the word 

this in the same way ; thus, — th-is, th- -is, th is, th-th-th. 

Let the children now analyze the words with and this, and com- 



FIRST READER. 



45 



bine the sound of th with the other parts of the words, as, 

th is, th- -is, th-is, this ; — ivi th, wi- -th, wi-th, with. The 

other combinations, as they occur, should be treated in the 
same way. 

It will be well, each day, to have an exercise with the children 
in making the elementary sounds, without any reference to the 
letters that represent them. 

Let these exercises be short, but spirited. As a rule, the 
middle key is the best to employ ; but, for the sake of variety, 
the key may occasionally be varied, the teacher being careful 
not to allow the children to go so high or so low as to strain 
their voices. 



FIRST READER. 

This book is so arranged as to follow the Primer, when de- 
sired, with the Phonic method ; while, at the same time, it 
is equally well adapted to the Word or Alphabet plan. Yery 
many of the words contain only the short sounds of the vowels, 
as found in the Primer. The children will be able to pronounce 
these words readily, without the aid of the teacher, if the di- 
rections in the Primer for the phonic analysis have been carried 
out. If there is any hesitation, let the children analyze the 
words, as directed for words in the Primer, under Phonic 
Method. 

Where the children are taught to print, let them print these 
words on the board. This will serve the double purpose of im- 
pressing the words on their minds, and aiding them in their 
phonic analysis. These exercises in printing are always pleasing 



46 TEACHERS' MANUAL. 

to the children. A short exercise may be had in selecting the 
words with which the children do not seem quite familiar. 

All words containing sounds or characters different from 
those found in the Primer, are placed over the lessons, and may 
be learned as sight-words, in accordance with the Word method. 

In teaching new words, I think it is better to let the 
children learn them as they occur in the reading. In this way, 
the idea represented by the word will be more readily received. 
The words, as they are arranged at the heads of the lessons, 
will be found convenient for exercises iu selecting, after the 
lessons have been read. 

I would not trouble the children with the names of the let- 
ters at present, nor analyze any words containing sounds dif- 
ferent from those found in the Primer. 

If the Word method is followed, the teacher will give the new 
words to the children, when the ideas have been fully brought 
out, and afterwards exercises in selecting may be had. If the 
teacher will print or write the new words on the board, it will 
add to the interest of the lesson. The children may read in 
order, word by word, around the class, both forward and back- 
ward, and alternate with each other and the teacher. This ex- 
ercise will awaken interest, hold the attention, and teach the 
children to keep their places. 

I would not call attention to the marks of punctuation either 
in this or in any of the lower books, nor attempt to teach their 
names or uses. The subject of punctuation is quite difficult 
and even somewhat intricate. It properly belongs to the higher 
departments of grammar, and rhetoric, and is quite beyond the 
comprehension of children found in the lower grades of our 
schools. If they ask for the names of the marks of punctua- 
tion, there is no objection to the teacher's giving them. If they 
inquire their use, the teacher may say that they help us to un- 
derstand the meaning of what we read, and that they will know 
more about them by and by. 

Lesson I. In the preparation for the reading, the teacher, 
calling attention to the first cut, asks, " What do you see in 



FIRST READER. 47 

this picture? What is the dog doing? What is the rat do- 
ing ? John may read what is said about the dog and the rat. 
I will read it, and then Johnny may read it." The teacher will 
select the best in the class for this first reading. " As many as 
can, may find the word to, and may put their fingers on it and 
turn their books toward me. Find it in another place ; in 
another." Treat the second and third cuts, and the reading 
opposite them in the same way as the first. 

On the sixth page, ask the children what they see in the 
first cut. "Where is the rat? Who can tell me what the 
reading says ? Jennie may tell me, then Mary may tell me. 
What is the first word ? What, the second ? All pronounce 
this second word. I will print it on the board, and then all 
may speak it again. What do you see in the second cut? 
Where is the rat ? What is the dog doing ? Why does he 
not get the rat ? Why can he not go in after him ? Who would 
like to know what the book says about him ? Susy may 
read it ; I want you all to look on and see every word Susv 
reads." 

" What was the first word Susy read ? What, the second ? 
The third ? The fourth ? What is this fourth word ? All 
may speak it. Find another like it, and another. What is 
the fifth word ? The sixth ? Again, repeat the sixth. All 
repeat it. I will print it on the board, and all may repeat it 
again." 

Question for the words in the next sentence, as in this, and 
treat the word too as the words for and go. Let the children 
select from the list at the head of the lesson such words as 
the teacher may name, and name such as the teacher may 
select. 

The children are now prepared to study their lesson. They 
may read it over at their seats, and, what is better, aloud at 
home. At the opening of the next recitation, for the purpose 
of testing the thoroughness of the preparation, the teacher may 
question, something as follows : — 

" About what is our lesson ? John may tell me something 



48 TEACHERS' MANUAL. 

about the dog and the rat. Jane may tell me more. Emily, 
more," and so on, until all has been brought out. A short ex- 
ercise may be had with the hard words, such as closed the last 
lesson ; and then the reading may proceed in accordance with 
plans already suggested. 

lesson IV. Let the children, in turn, tell all that they see 
in the picture. 

The teacher may then ask, " What are the two little girls and 
the mother doing? Where. are they looking? What do you 
think the little girls would like to do ? Where would they 
like to go to play? Why do they not go out of doors to 
play ? What kind of weather is it out of doors ? Look 
through the window and tell me what you think about it." 
11 It is raining." 

" Look at the next picture. What do you see here ? 
Have you seen these before ? John may show me the girls 
in the first picture. James, the little boy. Ellen may point 
to the well. Jane, to the cow. Peter, to the log. What is 
the weather out of doors now ? Where are the children now ? 
What are the girls doing ? What is the little boy doing ? 
What has he in his hand ? Put your right forefingers on the 
well ; on the log; on the cow. We will now read the story." 

lesson V. " Susan may tell me all she sees in this picture. 
How many think they have seen these children before ? 
What more do you see ? Where is the cat ? What is the cat 
doing ? Where is the hen ? Where do you think the hen has 
been? What do you think is in the box? On what do the 
children sit ? What is the little boy's name ? " 

li Where are the children now ? In the house, or out of 
doors? What do you think about the weather? We will 
now read the story." 

After the children have read the sentences containing the 
words at the head of the lesson, let them find these words as 
often as they appear on the page. The teacher may also print 
them on the board as already directed. 

lesson VIII If the children have not seen figs, currants, 



SECOND READER. 49 

or buns, the teacher should endeavor to bring them before 
the class. Let the children observe and tell what they can 
about them, and the teacher give further information. 

These will answer for illustrations of the manner in which 
all other lessons may be treated. 

Observe the way in which the new words, at the heads of the 
lessons, are treated. Call special attention to these words, and, 
after they have been given in connection with the reading 
of the sentences, have the children select and name them. 



SECOND READER. 

Tf the directions for the Phonic Plan have been carried out 
in the Primer and the First Reader, the children may now 
begin to spell words, indiscriminately, by the sounds of the 
letters. If the Word method has been followed, exercises of 
this kind may have been had from the beginning, and may be 
continued with profit. 

Lesson I. The design of this lesson is to teach, in a prac- 
tical way, that other things than words may be used as the 
signs of ideas. On the eighth page, the italicized words are 
inserted in the place of the pictures of the animals and objects. 
Lead the children to observe this, as they read. Question them 
as follows : 

" What stands in place of the word cow in the first part of 
the lesson ? What, in place of the word JishP " — and so on in 
the case of the other italicized words. This will help the chil 
dren to understand more clearly that the words themselves are 
not the objects, but that they only stand for them, or represent 
them ; and that pictures, as well as words, represent ideas. 

Lesson LI. In this lesson, several terms expressive of color 
are found ; as, red, white, and blue. If the children have not 
already had lessons on color, question them as to their knowl- 



50 TEACHERS' MANUAL, 

edge of these colors ; and, if they are able to do so, let them 
point out the colors in objects about them ; otherwise, the 
teacher should present the colors, and give the appropriate 
terms before the lesson is read. In the same way, question 
them in regard to other terms, which, it is possible, they may 
not understand ; as, flag, sash, bow. These may all be seen in 
the cut. 

Lesson III Let the children calculate the number of eggs. 
If necessary, let them do it with objects. 

Lesson VII. If the children have never seen wool, show 
them a sample. Some conversation in regard to the washing 
and shearing of sheep, and some information given, will add to 
the interest of the exercise. Question the children in regard 
to the use of such terms as, sheared, picnic, and coats, and 
see that the ideas they represent are clear to them. 

Lesson X. Page 24. An object-lesson on the toad might 
be given, alluding to its habit of opening and closing its eyes, 
in order to explain the use of the terms winked and blinked. 

Page 27. A lesson on the muskrat, or, at least, some in- 
formation in regard to its habits, would be appropriate here. 
The term burrowed should be explained. The muskrat bur- 
rows near marshy ground or near some stream of water. It is 
a small animal, having the general appearance of a common rat, 
but is larger. It is about fourteen inches long, including the 
head and body. The head, neck, and legs, are very short, and 
the body is thick and flat. The hind-feet are large, but not 
webbed. Its color is brown. ' The entrance to its burrow, 
which is made in the tall grass and reeds, is under the water. 
Its nest is made of grass or hay, above the level of the water. 
In winter it keeps holes open in the ice through which it 
breathes. Its fur is somewhat like that of the beaver, only 
shorter. The flesh, at certain seasons of the year, is used for 
food. It lives on fruits and roots. Its home is in this coun- 
try. Its skin may be seen in almost any hat-store. 

Lessons on the honey-bee, page 28, the crow, page 29, and 
the cricket, page 30, would be useful and interesting in con- 



SECOND READER. 51 

nectiou with, the reading; but information in regard to th.ra 
is so general and accessible, that it is not necessary to give it 
here. 

Page 31. The term basked will need explanation. It is, to 
lie in a position exposed to heat. The common lizard is a 
reptile about nine inches long, with a long, thin, two-threaded 
tongue. It has five toes on each foot, armed with nails. It is 
coppery-brown on the back, and green on the sides. The 
male is of a lighter color than the female, and his scales shine 
with a metallic lustre. It is found almost everywhere in 
straw heaps, old walls, and all kinds of rubbish. It feeds on 
insects, worms, and snails. It hibernates. 

Page 34. Fire-flies may be seen in great abundance on 
warm summer evenings, especially near moist places. Where 
there are many of them, they present a very pretty appear- 
ance, shining like so many sparks of light, — disappearing and 
reappearing in rapid succession. 

Page 35. Explain the terms delve and toil. 

Lesson XI. As a preparation for the study of this lesson by 
the children, the teacher asks the class, " What do you see in 
this picture ? " She then calls on one and another, till all the 
points in the lesson are brought out. 

As the children give close attention to every word, let the 
teacher read the lesson, stopping occasionally to test the chil- 
dren to see that they are keeping the place. As the teacher 
comes to new and difficult words, she may call special attention 
to them, and let the children pronounce them, both individu- 
ally and in concert. This exercise will enable the children to 
prepare the lesson for the next recitation, as directed for Les- 
son I., First Reader, page 47. 

At the beginning of the next recitation, for the purpose of 
testing the thoroughness of the preparation, the teacher may 
question them as directed for Lesson I., First Reader. " Who 
are named in this lesson ? What are they going to do ? 
Where are they going to sail their boats ? What has Kate in 
her hand ? In which hand is the fan ? Raise your left hand. 



52 TEACHERS' MANUAL. 

What is she going to do with her fan ? Who made the boats ? 
Who is the youngest of the three children ? Who, the oldest ? 
What is meant by ' a droll way to raise the wind ' ? Tell it in 
other words. What is meant by a ' brisk wind ' ? Express it 
in other words." The children are now ready to read. 

A. similar plan of questioning may be adopted in other 
lessons. 

Lesson XII Test. the knowledge of the children as to the 
color brown. 

Lesson XXIII Mulley, pronounced as if spelled mooly. 
A child's word for a cow. This word is sometimes associated 
with a cow without horns ; but it is not properly limited to 
this idea. 

Lesson XXVIII Treat the terms yellow and green, as 
directed for color- terms in Lesson II. 

Lesson XXXIV. Before reading this lesson, let the class 
have a spelling lesson with words beginning with st, taking 
the lesson in the book as a model. 

Lesson XLIII An object lesson on a shoe, for parts, 
would make a good preparation for this lesson. For instruction 
as to mode of conducting such lessons, see " Manual of 
Elementary Instruction" and "Object Lessons." 

Lesson XL V. Let the class work out this lesson from the 
picture, as a preparation for reading it. A few geometrical 
forms will aid in illustrating the terms employed, and serve to 
fix them in the minds of the children. If no other forms can 
be obtained, a cube, at least, should be used. The terms nar- 
row, narrower, broad, and broader, may be illustrated with 
laths, strips of paper, ribbon, or any convenient objects. 

Lesson XL VII An object lesson on the cat, covering the 
points brought out in the lesson, will be a good preparation for 
the reading. For instruction as to the mode of giving such 
lessons, see " Lessons on Animals," in " Manual of Elementary 
Instruction." 

Lesson LIII An object lesson on an arm-chair, for parts, 
would make a good preparation for this lesson. If the chair is 
not at hand, the cut may be used. 



THIRD READER. 53 

Lesson LIV. The representation of the earwig on the pear 
on page 176 is very good. The earwig is a nocturnal insect, 
secreting itself among the leaves and flowers in the daytime, 
and flying about in the night. It feeds on flowers and fruit. 
It is found both in this country and in Europe. It has a nar- 
row, flat body, and short wing-covers. It was named earwig 
from the superstitious notion, that it would crawl into the 
brain through the ear. 

Lesson LV. In the preparation of this lesson, let the chil- 
dren try to spell the words Harry tried to spell. 



THIRD READER.. 

In a well-graded school, this book would occupy the third 
year of the course. 

We have been careful to avoid the mistake, so often made, of 
grading up too rapidly. While a large range of new words is 
introduced, we have endeavored to employ only those within the 
vocabulary of the ordinary child ; and to so repeat them in new 
combinations, that all wearisome drills on the same lesson may 
be avoided. If we have accomplished this one object, we shall 
feel that a great point has been gained. 

The lessons are largely original, having been written expressly 
for this book, and with reference to carrying out the ideas 
already expressed. The instructions given in the earlier books 
as to the mode of using the cuts in bringing out the ideas con- 
tained in the text and in the preparation for reading the lessons, 
apply equally well here, and need not be repeated. Too much 
care cannot be taken in following these directions. 

When a scene, an occurrence, or an object is described that 
is not illustrated, let the teacher call attention to it, and ask 
the children to close their eyes and see the picture of it in 
imagination. 

As an example, take Lesson VII., page 26. Let the children 



54 TEACHERS' MANUAL. 

picture the scene here described. Let one read the first verse, 
then have all close their eyes, and let one, then another, and 
another, describe what he sees. If they are not able to do it, 
at first, the teacher describes what she sees. " I see a little 
girl about five years old, with a very sorrowful face, standing 
by a window, looking at the big drops of rain, as they come 
down. She is now speaking to her brother, who is just coming 
into the room. He is somewhat older than she is." 

As the teacher gives this description, she asks the children 
to follow her carefully, with their eyes closed, and try to see the 
same things that she sees. She then asks, " How many saw what 
I described ? You may all close your eyes now, and John may 
tell us what he sees, and the rest may listen carefully and tell 
me whether or not they can see the same things." Two or 
three may be allowed to make similar efforts, the class follow- 
ing as before. 

The entire lesson may now be read. Let the same ex- 
periments be made at the close of the lesson as were made 
at the beginning. As the children shut their eyes, the 
teacher asks, " How many can see a picture ? How does it 
compare with the first picture ? " If they are unable to state 
any diiference, the teacher may have them open their eyes and 
read the eleventh verse, and also the ninth. The teacher then 
asks, c( How does May seem to feel in the ninth verse? How, 
in the eleventh ? What change seems to have come over her in 
the eleventh verse ? How is she feeling now ? You may all 
close your eyes again, and Ellen may tell us what she sees." 

Mien.— I see John and May talking. May no longer 
looks sad. She smiles and seems to be happy. 

The teacher asks, " How many see the same picture ? " 

In Lesson 8, page 28, after reading the fifth, and again, after 
reading the sixth verse, have exercises similar to those de- 
scribed above. Very good opportunities for exercises of this 
character occur in lessons 9, 10, and 13. Whenever the op- 
portunity offers, let the exercise be repeated, until the children 
form the habit of creating the pictures of what they read. 



THIRD READER. 55 

In Lesson X, seventh verse, see that the children have a 
clear idea of the color, orange. Question them as to how it is 
made. If they are unable to tell, show them by mixing yel- 
low and red in the proportions of three and five. Exercise them 
in selecting these colors from the color blocks or charts or any 
convenient objects. These things should all be provided before 
the recitation begins. 

Lesson XVI. In connection with this lesson, a lesson on 
the cow, for uses, and adaptation of parts to uses, would be ap- 
propriate. The picture in the book may be used for this pur- 
pose. 

For the plan of such lessons, see k - Manual of Elementary 
Instruction " — under ki Lessons on Animals." 

Lesson XXXIV. Before reading this lesson, it may be 
given as an object-lesson — the principal ideas and terms being 
brought out by questioning the class, somewhat after the style 
of the reading lesson. 

Lesson XLII. Draw out all the points in the lesson from 
the picture, before the children begin to read. 

Lesson XLIV It will be well to precede the reading of 
this lesson by an object lesson on the camel — including descrip- 
tion of parts and adaptation of parts to uses. Much useful 
information may be given. 

Lesson XL VI. An object lesson on the beaver would be 
very appropriate in connection with this lesson. Much useful 
information may be given in regard to the habits of the 
beaver. 

Lesson XL IX. An object lesson on the lady-bug, for parts, 
or on all the insects named in the lesson, would be interesting 
and useful, and make a good preparation for reading the lesson. 
Let all the facts in the lesson be brought out. 

Lesson LXIV. An object lesson on an apple- a pear, or 
peach, for parts, would be useful in the preparation for reading 
this lesson. 

Lesson LXV. A lesson, or series of lessons, on the primary 
and secondary colors, showing by the actual mixing of the 



56 TEACHERS' MANUAL. 

primaries how the secondary colors are produced, would make 
a useful introduction to this lesson. 

As far as practicable, let the children do this work. They 
should be familiar with the colors and their appropriate terms 
before the lesson is read. See " Manual of Elementary Instruc- 
tion," under "Xessons on Color." 

Lesson IjJCVTT. Precede the reading with an object lesson 
on the lamp, for parts and uses of parts. Bring out the term 
transparent. 



FOURTH READER. 

In the lower grades of books, some of the new and more 
difficult words have been placed at the heads of the lessons. 
This is done, to aid in familiarizing the children with these 
terms and to afford exercises in spelling, when desired. As 
the children are now older, and have acquired a larger range 
of words, there seems little necessity for this arrangement, and 
the head-words are left out, in this reader. 

The meaning of all words not understood by the children 
should be brought out and illustrated by the teacher in some 
such ways as indicated below. 

If teachers desire words spelled in connection with the 
reading lessons, they can easily make their own selections. 

The meaning of words in the position they occupy in the 
sentence should be carefully studied. An excellent exercise 
4:o aid in this direction is, 

The Substitution of Synonyms. 

Call upon the children, frequently, to give the ideas in other 
language than that of the book, and to substitute other words 
for those found in the lesson. This will make them more ready 
in the use of words, and give them clearer ideas of their sig- 
nificance. 



FOURTH READER. 57 

As an illustration, take the second, third, and fourth verses 
of the first lesson, and substitute equivalent words for shouted, 
discovered, retorted, good-humoredly , responded. 

u Halloo, cry-baby ! " cried Jerry, as soon as he saiu him, 
" what have you there ? " 

Johnny answered good-naturedly, " Halloo, pretty face ! 
come and see." 

" Open your eyes and shut your mouth," answered Jerry. 

Reproduction Exercises. 

Have the children, occasionally, write out the incident, the 
story, or the information contained in the lesson, in their own 
language, and read the same before the class, subject to criti- 
cism. This is an excellent exercise in the cultivation of lan- 
guage, and should be kept up through the book. 

Drill on the Elementary Sounds. 

• It would be well at each recitation in reading, to have a 
short drill in the elementary sounds. For this purpose, the 
Phonic Charts will be very convenient and useful. The exer- 
cises found on page 109 of the " Manual " are well adapted to 
this purpose. If the chart is not used, the exercises may be 
put on the black-board. In connection with this, or alternating 
with it, a short drill on the " Difficult Combinations" on page 
111 of the "Manual" will be useful. These exercises will aid 
very much in giving clearness and distinctness of articulation. 
I cannot urge too strongly upon teachers the importance of 
these exercises. 

Phonic Analysis. ■ 

In addition to the above, and, with the same end in view, 
frequently require the children to spell the words by the 
sounds, enunciating distinctly each sound as it occurs in the 
word. 



58 TEACHERS' MANUAL. 

Suggestions and Explanations. 

Lesson VI. An object lesson on the raccoon would be in- 
teresting, and make a good preparation for this lesson. The 
common raccoon is a small plantigrade animal of the bear 
family, generally of a dark gray color, twenty-two or twenty- 
three inches long, not including the tail. The tail is about a 
foot long, and quite bushy ; the body is stout, the claws are 
sharp and curved, but not retractile. The head is broad behind, 
and flat ; and the muzzle, pointed. The ears are of moderate 
size, erect, and grayish white. 

It is found in all parts of the United States and as far north 
as Newfoundland. It is omnivorous, feeding upon eggs, fish, 
small birds, quadrupeds, frogs, shell-fish, nuts, honey, and is 
extremely fond of corn, both ripe and green. It hibernates, 
in the coldest weather in the Northern States, and lives in 
hollow logs and trees. It is easily tamed, and makes a cun- 
ning, interesting pet. 

Its skin is sold to the hatter for the manufacture of coarse 
articles of fur, and its flesh is eaten, being tender and having 
something of the flavor of pork. 

Explain and illustrate the terms subsisted, mussels, mysteri- 
ous, and recognized, if they are not already known. 

Lesson VII. Explain the terms draught, quenched, and 
subdued. 

Lesson X. Matches are made from some species of pine or 
fir, by cutting the wood into small splints by means of ma- 
chinery. The end of each splint is covered with a composition. 
the chief constituents of which are phosphorus and nitre, that 
easily ignites under friction. Before the use of matches, fire was 
often kindled by means of flint, steel, and tinder-box. The steel 
struck against the flint, created a spark, which, falling on the 
combustible material in the tinder-box, started a fire. In olden 
times, nearly every house was furnished with these articles. 
Matches have entirely superseded them. 



FOURTH READER. 59 

Explain the meaning of cloister, (a place of religious retire- 
ment, a nunnery,) jealousies, topsy-turvy, and drawing-room. 

Lesson XIII. An object lesson on the bean would add to 
the interest of this lesson, and prepare the children to read 
intelligently. Bring out the ideas expressed by coat, scar, 
seed-leaves, germ, and give the terms. For an illustration of 
lessons of this character, see " Manual of Elementary Instruc- 
tion," under " Objects for Parts" — " Sketch of a lesson on an 
apple." 

Lesson XIX. Saturated — as full as it can hold. Illustra- 
ted by a sponge or a piece of cloth filled with water. Slouched 
— explain by illustration. Zuyder Zee — point out on the 
map. Explain the meaning of sterns, prows, and fantastical. 

Let the children find Utrecht on the map. 

Lesson XX. Explain how the ocean may be said to be the 
mother, and the sun the father, of the clouds, by the evapora- 
tion of the water which rises in the form of vapor and forms 
clouds. 

Explain the use of the word gun, and how thunder and 
lightning purify the air. Appeal to the experience of the 
children. 

Zephyr — a mild, soft wind. Long tubes — telescopes. 

Lesson XXIII An object lesson on the lily, for parts, will 
be a good preparation for this lesson. If a lily cannot be 
obtained, some other flower may be substituted. If a flower 
is not convenient, the parts may be pointed out in the illustra- 
tion, as the names are read. 

Lesson XXIV. Explain the following terms : helmets — a 
kind of armor for the head ; knights — military attendants — those 
who were distinguished by certain honors conferred by the king 
of England; microscope — an instrument used for magnifying 
small objects that cannot be seen, or cannot be distinctly seen, 
by the naked eye ; porous — by illustrations with a lump of sugar 
or salt, a piece of cloth or sponge, bring out this idea. 

Let the children find Lapland on the map. 

Lesson XXIX. An object lesson on the silk-worm would 



60 TEACHERS' MANUAL. 

make an instructive preparation for this lesson. By bringing 
in specimens of the moth, the cocoon, the silk- worm, the mul- 
berry leaf on which it feeds, the raw and manufactured silk, 
the teacher can make the lessons much more interesting. If 
specimens cannot be obtained, information may be given. 

The silk- worm, when fully grown, is about three inches long, 
and of a light green color. It feeds voraciously on the tender 
leaves of the mulberry. It changes its skin four times while 
growing, and finally winds itself up in a silken cocoon from 
1 to 1^ inches in length, where it is soon transformed into a 
chrysalis. After a few days it comes forth a moth, leaving 
the beautiful yellow cocoon an empty shell, pierced by a single 
hole, out of. which the moth escaped from her silken prison. 
In a few days more, she lays a multitude of eggs, and dies, 
leaving her numerous brood to care for themselves. 

If the moth is allowed to break its way out of the cocoon, 
the silk is spoiled. To avoid this, the cocoons are thrown into 
boiling water, which kills the chrysalis ; or they are steamed 
over boiling water, which softens the glue, and allows the un- 
winding of the silk, and leaves the moth uninjured, to pro- 
duce a new brood. 

Lesson XXX. Verse 7. The habit of the plant refers to its 
mode of growth. 

An object lesson on the flower-cluster will add greatly to 
the interest of this lesson — bringing out the ideas contained, 
and the terms employed. If a flower-cluster cannot be pro- 
cured, the illustration may be used as a substitute. 

Lesson XXXIX. Give an object lesson on a branch, bring- 
ing out the points alluded to in the lesson. 

Lesson LI. An object lesson on seeds will help to make 
this lesson interesting. The germ and seed-leaves may be 
distinctly seen in beans, green morning-glory seeds, horse-chest- 
nuts, and peas. 

Lesson L VII. Give an object lesson on the fox, for habits 
and adaptation of parts to habits. Give some account of a 
fox-hunt. 



FOURTH READER. 61 

Lesson LX. Give information in regard to the American 
bison, its uses and habits, where found, how taken, etc. 

These animals are often miscalled buffaloes. They are found 
in great numbers in the Avestern portions of our country, 
where they are often seen feeding in vast herds on the prairies. 
The head and shoulders are large, and covered with long, 
shaggy hair, which gives the animal a formidable appearance. 
The bison is, however, comparatively mild and inoffensive, 
and does not attack man unless it is closely pursued. 

It has a prominent and somewhat singular hump on its 
shoulders, which is considered a great delicacy by the Indians, 
who largely subsist on its flesh. They use its skin for tents 
and clothing, and its sinews, for thread. The skins are also 
extensively used for sleigh-robes. 

Bisons are sometimes taken with the lasso or lariat. This 
is a long rope with a noose at one end, which is thrown 
over the horns or head of the animal. More frequently, how- 
ever, they are shot, or driven into enclosures arranged for the 
purpose. Sometimes they are surprised by the Indians and 
driven, in large numbers, off precipices. 

Lesson LXI. By showing specimens of the stones named 
in this lesson, the interest will be greatly increased. 

Lesson LXV. Indicate on the map the location of Greeley. 
Describe a water-spout and an avalanche. 

A water-spout has somewhat the appearance of a column of 
cloud, in the form of a cone, or double cone, the two apexes 
coming together, and often extending from the sea to a cloud 
above. This funnel-shaped cloud has always a rotary motion, 
like that of a whirlwind. It often carries up with it large 
masses of water, and will lift heavy objects, and carry them 
along, holding them suspended in the air for a long time. 

Avalanches are masses of snow and ice that slide down the 
sides of high mountains, often causing terrible devastation in 
the plains below. 

Lesson LXVL. Give some account of the Esquimaux, the 
seal, and the walrus. 



62 TEACHERS' MANUAL. 

The Esquimaux are a race of men inhabiting the northern 
portions of North America and Asia, subsisting on fish, birds, 
seal, walrus, and reindeer, and clothing themselves with the 
skins of these animals. They live in rude huts, in a filthy 
condition, and eat their food raw or slightly cooked. They 
esteem the warm blood of animals a great luxury, as also the 
fat of animals, and fish-oil, which they devour in large quanti- 
ties. 

Seals, are aquatic, carnivorous mammals, inhabiting Arctic 
and Antarctic Seas near the coasts. In the coldest season, they 
move to warmer waters. They are gregarious and migratory in 
their habits and live on fish and shell-fish. They are from 
four to six feet in length, and are much sought, for their fur 
and oil. Being web-footed, they are expert at swimming and 
diving, but move very awkwardly and with great difficulty on 
the land. 

If overtaken on the land, they are easily dispatched with 
clubs ; in the water they are taken with spears and harpoons. 

They are easily tamed, and are taught to perform many 
amusing tricks. 

An object lesson on the seal might be given. 
The walrus, in external appearance, resembles the seal, 
but is more nearly allied to the pachyderms, or thick- 
skinned animals. It is a marine animal and inhabits the 
Arctic Seas, but comes on the land to rest, and to bring forth 
and nurse its young. It swims with ease and rapidity, but 
moves with great difficulty on the land, assisted by its long 
tusks. These tusks are about two feet in length, and turn 
downward. Besides aiding in locomotion, they are used by the 
walrus as weapons of defence in the water, and for tearing up 
the sea-weeds on which it feeds. These tusks are very large, 
weighing from eight to ten pounds. 

The walrus is a very bulky animal, weighing nearly a ton, 
and is from twelve to fifteen, and often twenty feet long. 
Its skin is thickly set with short brown hair; under this 
is a coating of fat which enables the walrus to withstand the 
cold of the Arctic regions. 



FOURTH READER. 63 

It is gregarious in its habits, both on land and in the water, 
and quite inoffensive in its disposition, unless attacked. It 
will bravely defend its young, and sometimes has terrible 
combats with the polar bear, the narwhal, and carnivorous 
fishes. 

It is hunted for its tusks, oil, skiu, and flesh, and is taken, 
both on land and in the sea. 

Mermaids are imaginary beings inhabiting the sea. They are 
supposed to have human heads and the bodies of fishes. The 
peculiar appearance of the heads and faces of the seal and 
walrus and herbivorous cetacea, with their long beards, has, 
doubtless, given rise to these fabulous stories. 

Lesson LXLX. Let the children find on the map the 
places named. 

Lesson LXXV. Verse 9. Verger — the janitor — one who 
had charge of the building, its rooms, furniture, etc. 

Lesson LJCJCJC. This lesson should be preceded by an 
object lesson on leaves, bringing out, at least, all the facts 
stated in the lesson in regard to them. If possible show the 
plants named in the lesson. Verse 18. Hoosier — a nickname 
for a citizen of Indiana. 

Let the children find Madagascar on the map. 

Lesson LXJTJTL Let the children find Hamburg on the 
map. 

Lesson LJlJTJTLIL Apollyon. This word is found in the 
Bible, Rev. 9 : 11, as the name of the Angel of the Bottomless 
Pit. It is used in this lesson to personify an overpoweriug 
temper. 

Lesson LXXXIX. AVe often find allusions to the myth of 
Pandora's box, and this lesson will prepare the children to un- 
derstand the force of such references. 

Pandora is the name of an ancient goddess, fabled to have 
been made by a heathen god named Vulcan. Upon her, all 
the gods and goddesses were said to have bestowed gifts 
to make her more perfect. The box was said to have been 
given to Pandora by Jupiter, another heathen god, and 



64 TEACHERS' MANUAL. 

contained all the evils with which mankind has ever been 
afflicted. It also contained Hope, the last to leave the box. 
This was intended as a solace for the many evils that had al- 
ready escaped. Hence Pandora's box has come to be applied 
to that which contains a great variety of objects, the most of 
them mischievous or evil. 

Lesson JlCTT. Odense is a seaport town of Denmark — 
capital of the Island of Fiinen. Let the children point it out 
on the map. 

Verse 9. Cassel, a walled city of Germany situated on the 
Fulda River, about ninety-one miles N. N. E. of Frankfort-on- 
the-Main. 

Lessons GVL. and CVLL. These lessons are taken from 
Irving's Sketch Book. Rip Van Winkle, a noted character, is 
represented as sleeping twenty years, and waking to find him- 
self far behind the times. We find frequent references to thia 
character. 



FIFTH READER. 65 



FIFTH READER. 

The greatest care lias been taken in the selection of 
the lessons for this book. 

In literary merit, freshness, and adaptation as a read- 
ing book for the grade of pupils for which it is intended, 
we think we may safely challenge comparison with any 
similar collection that has yet been made. We have also 
sought to introduce a pleasing variety, and bring in a 
large range of authors. We have been careful not to in- 
troduce thoughts or language beyond the comprehension 
of children of the ages for which the book is designed. 
So far as any explanations seem necessary they may be 
found in the notes that follow. The pronunciation and 
meaning of words to be found in Worcester's or Web- 
ster's Unabridged Dictionary have been left for the pupil 
and teacher to look up for themselves ; believing, as we 
do, that every school should be provided with, at least, 
one good dictionary, and that the children should be en- 
couraged to consult it freely. 

In ".Part Second," " Elements of Spoken English," we 
have briefly discussed the subject of inflection, which the 
teacher may, in a limited, simple, practical way, teach in 
connection with this book. We cannot recommend the 
committing of rules and definitions, but the drawing Out 
of the ideas introduced in the discussion of this subject, 
from the actual exercises in reading, and the application 
of these ideas in the reading of given examples, cannot 
fail to be profitable. For a full discussion of this subject 
we would refer teachers to the " Elocution," the last book 
of the series. 

It will be observed that we have not introduced the 
subject of Punctuation. Our reason for this is, that to 



66 TEACHERS' MANUAL. 

treat it intelligently, requires a more thorough knowledge 
of grammar than pupils at this grade are supposed to 
possess. The subject, of itself, is somewhat difficult and 
intricate, and has no very immediate or important rela- 
tion to reading, any farther than the marks of punctua- 
tion serve to aid in the easy interpretation of the thought. 
The idea that these marks indicate with any degree of 
certainty the inflection or suspension of the voice, is en- 
tirely erroneous, and no intelligent teacher would so em- 
ploy them. The thought, alone, must be the guide to 
the proper delivery. So far as they help to interpret 
the thought they are useful, and no farther. This use 
the pupil will make of them in a practical way, with lit- 
tle or no knowledge of the science of punctuation. 

The exercises suggested for the Fourth Reader may 
be profitably kept up, and, in addition to them, occasional 
drills on the elementary sounds, and " Difficult Combina- 
tions," as found in the Appendix to the Fifth Reader, 
also on the Phonic Charts, will be found very useful in 
cultivating clearness and distinctness of articulation. 

EXPLANATORY NOTES. 

Lesson XXIV. — Page 91, 3d verse, "Bonny Doon," an old 
popular Scotch air. 

" Humboldt's small," 5th verse. Humboldt was an eminent 
German traveler and geographer ; the most distinguished scholar 
of the nineteenth century. Born in Berlin, Sept. 14, 1769, 
and died there. May 6, 1859. 

Lesson XXVIII. — Page 104, "Bursting of Ousley Dam." 
The scene of this incident was in the County of York in the 
North of England, where the towns named are located. 

A very similar incident occurred on Mill River, near Wil- 
liamsburg, Hampshire County, Mass., May 16th, 1874, in 
which two hundred lives were lost and about $1,500,000 worth 
of property was destroyed. 



FIFTH READER. 67 

Lesson XXX. — Page 112. The poem entitled, « The Chil- 
dren of Henry the First," relates to one of the romantic stories 
of English history. King Henry the First had gone to Nor- 
mandy with his son, Prince William, and many nobles, with two 
objects in view. The first of these was to have William 
acknowledged as his successor ; and the second, to espouse him 
to one of the noblest ladies of France. He was about to return, 
successful, when a division was made in the party, — the King 
going on one ship, and his son and daughter with the younger 
part of the company on " The White Ship." The King's ship 
crossed the channel safely. The White Ship struck on a rock 
and went down. The captain immediately placed the prince, 
with a few nobles, in a boat, whispering, " Push off, and row to 
the land. It is not far, and the sea is smooth. The rest of us 
must die." The prince obeyed, but had not gone far before he 
heard the voice of his sister Marie, calling for help. He rowed 
back, — the drowning nobles crowded into the boat, — it cap- 
sized, — and, finally, but one poor man escaped to tell the story. 
For three days, no one dared approach the King with this sad 
tale. When he finally heard it, he was struck as if with death, 
and never, smiled again. 

Lesson XXXII. — Verse 7, " General Muster Day." It was 
the custom, for many years after the Revolution, to require all 
able-bodied men between the ages of eighteen and forty-five 
to meet at stated times for military drill. Once a year, all 
the smaller companies from a large section of country met, and 
spent the day in marching and counter marching, and drilling 
in military tactics. This was a great gala day, especially for 
the boys of the surrounding country. The military display was 
usually quite imposing, as the well-drilled militia, with the offi- 
cers dressed in showy uniforms, marched to the music of the fife 
and drum. There were the gingerbread wagons, the beer stands, 
the sweet cider, as well as that which was not so sweet, the 
peddlers' wagons, from which all sorts of trinkets were sold at 
auction, and, often, the menagerie was an attendant feature of 
the day. 

Lesson XXXVIII. — Page 134. " How the Brook Went to 



68 TEACHERS' MANUAL. 

Mill." 7th line of the first verse, " Wish-ton-wish" The pro- 
nunciation of this word is designed to represent -the rustling of 
new silk, with which the voice of the brook is compared. 

Lesson XLIII. — Page 152, 24th verse, "Mr. Scrooge, the 
Founder of the Feast." Mr. Scrooge was Bob Cratchit's 
uncle and. employer ; and Bob found him a hard master. 

Lesson XLLX. — Page 171, " The Mill on the Floss." The 
title of one of George Eliot's best known works. Some quiet 
English scene is here described. 

Lesson LL. — Page 177, verse 8, " Bedford." This town is 
in New Hampshire about twenty miles sauth by east from Con- 
cord. 

Lesson LILT. — Page 181, 1st verse, "Battle of Malvern 
Hill." Malvern Hill is a plateau about a mile and a half long 
and three quarters of a mile wide, lying on the James River. 
This battle was fought July 1st, 1862. 

Lesson LVL — Page 190, " Battle of Eckmuhl." Eckmuhl 
is a town in Bavaria. This battle was fought on the 2 2d of 
April, 1809, between the French and Austrians, in which the 
former were victorious. 

Lesson LVIIL — Page 194. Sir John Franklin,, born in 
Lincolnshire, England, in 1786, was destined for the clergy, 
but he loved the sea so well, that his father finally gave him a 
naval education. Never was man more experienced in sea-life. 
He was engaged in exploring expeditions, had suffered ship- 
wrecks, was present in many naval battles. He served Eng- 
land in the battle of Trafalgar, in the war of 1812, and aided 
the Greeks to gain their independence. Between his second 
and last Arctic expeditions, he was made governor of Van Die- 
men's land. The colonists gave him the greatest love and con- 
fidence. His name is best known, however, in connection with 
his three Arctic expeditions. Of these, the first, made in the 
direction of Spitzbergen, failed ; in the second, about two 
thousand miles of American coast were explored; the fate of 
the members of the third is only surmised to have been starva- 
tion, or murder. . 

3d verse. " Aberdeen." A town on the eastern coast of 
Scotland, at the mouth of the River Dee, on its north bank. 



FIFTH READER. 69 

" Melville Bay," on the west coast of Greenland. 

8th verse, last paragraph. " Boothians." Boothia lies to the 
north and west of the Gnlf of Boothia. 

Lesson LXI. — Page 204, 4th verse, "Arcadian pictures." 
Arcadia was an ancient province of Greece, located in the cen- 
tral portion of Morea, shut in on the north, east, and south, by 
high mountains. The Arcadians lived a very simple, pastoral 
life, resembling very much the Swiss in their love for freedom, 
and rude, mountain life. Hence, " Arcadian pictures," are the 
scenes of the rude, simple life of our ancestors. 

Page 207, 12th verse, " Lindley Murray." A distinguished 
author of an English grammar, which, " for many years super- 
seded all others, and has become the basis of most of those 
since published." 

Lesson LXTII. — Page 209, " Looking for the Sun." This 
lesson is an extract from Dr. Hayes' "Open Polar Sea." The 
object of the expedition headed by Dr. Hayes was, as stated in 
the introduction to this book, " To complete the survey of the 
north coasts of Greenland and Grinnell Land, and to make such 
explorations as might be found practicable in the direction of 
the North Pole." The expedition set sail July 6, 1860. The 
locations named in. the lesson, Etah, the harbor (Foulke), Cape 
Alexander, Crystal Palace Cliffs, all lie on the eastern shore of 
Smith's Sound, in latitude 78° north, and longitude 73° west 
from Greenwich. 

Lesson LXVL — Page 217, " Peoples Auburn and Wake- 
field with remembrances of Lissoy." Goldsmith's childhood 
home was, for some time, near the village of Lissoy, in West- 
meath, near the center of Ireland, where he attended school. 

In his " Deserted Village " (Auburn), a poem of great pop- 
ularity, and " Vicar of Wakefield," he weaves in many remem- 
brances of Lissoy. 

Lesson ZXF777.— Page 221, "The Death of Duroc." 
This was at the Battle of Bautzen, near Markersdorf, in the 
vicinity of Gorlitz, Prussia, a little to the east of Dresden, on 
the heights of the Bohemian mountains. Duroc died May 23, 



70 TEACHERS' MANUAL. 

Lesson LXIX. — Page 224, 3d verse, " The diamond pane." 
In the country, it is customary to cut openings in the gable ends 
of the barns, in the form of a diamond, to allow the swallows to 
pass freely in and out. 

4th verse. " Mud-walled homes." These barn swallows build 
their nests of mud along the rafters and ridge pole and under 
the eaves of the barn, often side by side, like the houses on the 
streets of a city. 

" A pictured street in an Aztec book." The Aztecs were an 
ancient tribe of Mexico. In their early history they built their 
rude tenements of reeds and rushes. Their drawings were the 
rudest kind of hieroglyphics. So that, " a pictured street in an 
Aztec book," might be compared with the rude mud nests of the 
swallows, as they are arranged in rows. 

7th verse. This describes the way in which the sheaves are 
spread out in double rows, heads to heads, for threshing. 

8th verse. The flails are usually made of hickory, in two 
parts, which are fastened together by a piece of leather, often of 
buckskin, as it is both strong and pliable. The last clause of 
this verse reads, — 

" And the French-clock ticks to the dancing feet, 
With the small tattoo of the driven sleet/' etc. ; 

that is, the kernels of grain tick rapidly upon the floor like a 
French clock. Again, when it gets more stormy, the rattle of 
the grain is like the beat of the sleet upon a window. 

Verses 9 and 10, contain an inimitable description of the fan- 
ning mill in action. These mills are usually painted red ; there 
is a hopper on the top, very much like a large hat turned bot- 
tom side up, into which the wheat with the chaff is thrown. 
From the hopper it descends to the shaking sieves, through 
which the wheat drops, but which k^ep back the chaff and 
refuse matter, which are blown back and out of the mill by the 
rotating fans, placed just in front of the sieves. The clean win- 
nowed wheat falls down in front of the mill. The mill is usually 
kept in motion by a boy at the crank. 

Lesson LXXI. — Page 230, next to the last line in 3d verse. 
" Strasbourg Cathedral." This is one of the finest Gothic 



FIFTH READER. 



buildings in Europe. Its spire is 446 feet in height, and is said 
to be the highest in the world. Strasbourg is located on the 
111 River, near its junction with the Rhine, 250 miles southeast 
from Paris. See Lippincott's Gazetteer, or any good Cyclo- 



Lesson LXXIII.— Yage 236, verse 6. The "Tzard" is a 
small animal resembling the chamois, but smaller, an! is a great 
attraction to sportsmen. 

Lesson LXXIV. — Page 239, verse 6. " Folded in two, 
instead of four ;" meaning, the two covers of the book, instead 
of the four walls of a room. 

Lesson IXXXV. — Y&gz 266. "The Trailing Arbutus," 
sometimes called Ground Laurel, or Mayflower, grows in shel- 
tered localities, usually in the woods, under pine irees, lying 
prostrate upon the ground. It has somewhat heart-shaped 
leaves, and small clusters of almost white, delict te, spicy and 
fragrant flowers, which appear early in spring. 

Lesson LXXXVI. — Page 267. " Schilthorn," pronounced 
schilt-orn ; Rosein, pronounced ro-zine ; Martin's Loch, pro- 
nounced Martin's Lock ; Todi, pronounced todee ; are names of 
different peaks of the Alps. 

Lesson L XXX VII. — V age 272, verse 6, "Ne'reid." For 
illustration, see Webster's Unabridged Dictionary. "Nereus, 
the father of the Ne'-re-ids, is represented as t>e wise old man 
of the sea, in Greek and Roman mythology. His peculiar do- 
main was the Mediterranean and iEgean Se. t >s. He was be- 
lieved to have the power of prophesying, and of appearing to 
mortals in many shapes. The Ne'-re-ids, his daughters, fifty in 
number, were worshipped in Greek maritime towns, and on the 
Isthmus of Corinth." — New Am. Cyclopcedia. 

Lesson LXXXVIII. — Page 274, verse 8. Slam is sometimes 
called the " Land of the White Elephant," because this animal 
is found here, and greatly honored and revered by the inhab- 
itants. A white elephant on crimson ground is their national 
emblem. 

Lesson XGII. — Page 285. This selection is taken from 
" Tom Brown at Oxford," and is an account of the author's 



72 TEACHERS' MANUAL. 

visit to his Alma Mater, the famous Grammar School at Rugby, 
England, of which Dr. Thomas Arnold, one of the best and 
most celebrated teachers of his day, was Head Master for four- 
teen years. Rugby is on the River Avon, eighty-three miles 
northwest from London. 

Lesson XOIV. — Page 293. Baron Trenck was the son of 
a Prussian officer, who, by # his imprudent conduct, became a 
prisoner, and distinguished himself by his many wonderful and 
brave, but fruitless attempts to escape. A full account of them 
may be found in Holcroft's " Life of Trenck " ; a long extract 
from which may be found in " Wonderful Escapes." 

" Prisoner of Chillon." This is the title of one of Lord 
Byron's poems. The reference is to Francis de Bonivard, who, 
on account of his religious positions, was imprisoned from 1530 
to 1536, in the Castle of Chillon, located at the east end of 
Lake Geneva, in the Canton of Vaud, Switzerland, on an 
isolated rock, surrounded by deep water, and connected to the 
main land by a wooden bridge. The poem referred to has made 
the place famous. — New Am. Cyclopcedia. 

Lesson XGVII. — Gar-cas-sonne. A town in the south of 
France, here used as the representative of an ideal place of per- 
fect happiness. 

Lesson XGVIII. — Vage 301. "The Air Mothers." This 
lesson very beautifully describes the action of the winds. At 
the equator, the air is much rarer than at or nearer the poles. 
This light air rises, while the cooler and more dense air rushes 
in from the poles toward the equator to fill the place of the 
warm air, while this denser air, in its turn, becomes heated, ex- 
pands, and rises, and in higher altitudes turns again towards 
the poles to take the place of the winds constantly going from 
the poles to the equator. As it reaches higher latitudes and 
approaches the poles, it becomes cool again, and presses down 
towards the earth, thus tending, at times, to press on the under 
current toward the equator ; sometimes, however, it contends 
with this under current, and at other times, after reaching the 
neighborhood of the tropics, it turns back with it towards the 
equator. If the earth had no rotary motion, the upper current 
would move directly north, and the under current directly south, 



FIFTH. READER. 73 

in the Northern hemisphere, but the rotation of the earth, with 
the atmosphere, towards the east, tends to move away from the 
wind ; and, as a resultant, we get a southwest wind in the 
northern hemisphere and a northwest wind in the southern 
hemisphere. The same causes operating, give us, in the case 
of the return winds from the poles to the equator, a northeast 
wind in the northern hemisphere, and a southeast wind in the 
southern hemisphere. For a more full description of these 
winds, and the causes producing them and giving them direc- 
tion, see Guyot's " Physical Geography." These winds in the 
tropical regions become saturated with the vapor that is con- 
stantly rising from the seas and streams of water, which, as the 
air becomes more dense in colder latitudes, is expressed, and 
descends in rain, or snow and hail. Understanding these points, 
we are prepared to interpret the many beautiful allusions in 
the lesson. The warmth and moisture, having been taken out 
of the tropical winds, they return, cold and dry, and hence are 
called in the last clause of the seventh verse, " the ghosts of 
their dead sisters." As the winds meet each other in the neigh- 
borhood of the tropics, and so, farther north, there comes the 
contest described in the eighth verse. 

The process of extracting the rain from the clouds is described 
in the ninth verse. 

The action of the upper current on the lower is described in 
the eleventh verse. 

The mission of the winds and the rains in taking seeds from 
the trees, transporting and planting them in the soil, is beauti- 
fully described in verses 2, 3, 4, and 10. 

Lesson GUI. — Page 320, verse 10. The author refers to 
himself, in the last line, as a Western man. 

Lesson GV. — The process of taking up the water from the 
seas and streams has already been described in Lesson XCVIII. 
This sufficiently explains the reference in the first two lines of 
this lesson. 

" From my wings are shaken the dews." This refers to the 
moisture in the atmosphere, extracted from the clouds and other 
sources by the action of the sun, and which condenses and falls 
in the form of dew. 



74 TEACHERS' MANUAL. 

" Their mother's breast," referring to the earth. 

" Genii," found in next to the last line in the second verse, is 
the plural form of ge'-ni-us, which will be found fully explained 
in Webster's Unabridged Dictionary. It may here be interpreted 
spirits. 

When the sun rises, the stars are no longer seen, although 
they continue to shine the same as in the night. They are 
eclipsed by the greater brilliancy of the sun, and hence may be 
said, as in the fourth line of the third verse, to " shine dead." 

Lesson CVII. — Page 331. As moulds are made of sand and 
clay, the allusion in the first lines of the first verse will be read- 
ily understood. 

Copper is hard and ductile, while tin is soft and somewhat 
ductile. This will explain the reference in the last lines of the 
fourth verse. 

5th verse. — The " breach," is the place for turning in the 
metal. As the molten metal is poured into the mould and 
comes in contact with the moist earth, the steam and vapor rise 
from the opening in the mould. 

7th verse. The "Vesper-bell," is the evening bell, the hour 
when hired workmen leave off their labor, although the master 
or employer may continue his toil to a later hour, as is often the 
case. 

Lesson CX. — Page 340. Marie Antoinette, Queen of France, 
daughter of Francis I., Emperor of Germany, was born in Vienna, 
November 1, 1755, and guillotined in Paris, October 16, 1793. 
Her husband was Louis XVI., King of France. They lived in 
troublous times, and fell a prey to the revolutionary spirit of the 
French people, and were both executed in the same year. She 
is represented as a very accomplished and noble woman. 

Lesson CXI. — Reference maybe found to " Tubal-cain " in 
Genesis iv. 22 ; where he is said to be " an instructor of every 
artificer in brass and iron." It is very likely this poem is 
founded on this record. 

Lesson CXIII. — In the polar regions, are six months day 
and six months night. When the sun appears after the long 
night, it has q, dark scarlet appearance, which tinges the snow 



FIFTH READER. 75 

and ice fields with its own color, giving the whole landscape a 
singular appearance. It is at this season that the ice melts, the 
water runs, and the bergs break off and sail away. This is all 
described in the first verse. 

Lesson OXV. — Verse 7, " Amphion's Strain." Amphion 
was a mythological character, who was said to have fortified 
Thebes by playing upon his lyre, — the stones assuming their 
proper position in the wall, as he played, in obedience to his 
wish. His life was devoted to song and music. 

Lesson CXVL — " Mat'-ter-horn," a prominent mountain in 
the Alps. Elevation, 14,771 feet. 

Verse 6, 2d line. — " Vivas." See Vive in Webster's Una- 
bridged Dictionary, a form of congratulation, meaning " success 
to." 

The Italians mentioned, in this sketch of the " Summit of the 
Matterhorn," were a party who had started a few days before 
Whymper, by another route, to scale the Matterhorn. The ri- 
valry felt was not personal so much as national. Each party was 
anxious to reflect the glory of the conquest of the Matterhorn 
on its own land. Hence the exultation of the Englishmen at 
finding the summit clear. 

9th verse. " Viso," pronounced vee-so ; Zermatt, pronounced 
tser'-matt ; Breil, pronounced Brlle. 

L,esson CXXLI. — Carthage was the famous capital of a re- 
markable country by the same name, located in the north of 
Africa, supposed to be a little north of the present site of 
Tunis. 

Armorica was the northwestern part of France, and answers 
to Brittany. 

By the " Peninsula " is meant Spain. The " Titans " were 
fabled giants of enormous size and strength, hence the name 
comes to represent these characteristics. 

Lesson GXXIX. — Verse 11. " Lord Wellesley," was an Eng- 
lish lord of great influence in British politics at the time of our 
Revolution, as was also Mr. Percival, a lawyer and politician. 

Lesson GXXXIL — " Montrose" (James Grahame) was made 
Marquis of Montrose, a parliamentary borough, on the eastern 



76 TEACHERS' MANUAL. 

coast of Scotland, about seventy miles northeast of Edinburgh, 
by Charles I. He distinguished himself as a scholar, a poet, 
and a military leader. He took a somewhat brilliant part in the 
troublous times in which he lived ; espousing, alternately, the 
royal cause and that of the Covenanters. He died on the gal- 
lows, at Edinburgh, at the age of thirty-nine years, being, at 
the time, engaged in the cause of Charles TI. For further de- 
tails, see New Am. Cyclopaedia. 

Lesson CXXXJLL — "Brutus." Lucius Junius, one of the 
first Consuls of Rome, distinguished for his zeal in banishing the 
race of kings from Rome, and in establishing and maintaining a 
Republic, even at the cost of the lives of his own sons, whom he 
judged, and sentenced to death for their conspiracy against the 
Republic. On that occasion he is reported to have said, " A 
man may have many more children, but never can have but one 
country, even that which gave him birth." The reference in 
the second verse is to Washington. 

" Hampden," was a member of Parliament for the borough 
of Grampound, Cornwall, under Charles I. He was a man of 
great wealth, and distinguished himself as a statesman, and es- 
pecially by his determined stand against the oppressive acts of 
the king, and, particularly, an attempt to raise money by a 
forced loan, and the imposition of " ship money" a tax which 
the maritime counties had sometimes paid in time of war instead 
of furnishing ships for the navy, and which was now demanded 
from the inland counties in time of peace. See New Am. Cy- 
clopaedia. 

" Burke," Edmund, a distinguished English statesman and 
scholar of the seventeenth century. " Amiable in private life, 
exemplary in all his private relations, of unexampled powers of 
conversation, and munificently accomplished in the various walks 
of philosophy, science, politics, history, and literature, he en- 
deared himself to a large circle of friends, as much by the beauty 
of his character as by the prodigious capacities of his intellect. 
Burke justly reached, by the mere force of his abilities, the 
most elevated positions of statesmanship ; as an orator, he stands 
at the head of British eloquence ; his writings, distinguished by 



TEACHERS' MANUAL. 77 

imperial imagination and a mighty sweep of logic, are still the 
study of rhetoricians, after the interest of their subjects has 
passed away ; and he leaves to posterity a name unspotted by 
any vice or weakness. Americans, especially, will long con- 
tinue to cherish his memory, because of the useful and magnan- 
imous service he rendered their fathers in the dark days that 
preceded their emancipation." — New Am. Cyclopaedia. 

The " orator of Virginia," referred to in the fourth verse, is 
Patrick Henry. 

Lesson CXXXIV. — The " Barcan desert," referred to in 
the sixth verse, is in the north of Africa. 

Lesson CXXXV. — Page 405, "Blowing up the Bridge." 
The incidents given in this lesson occurred April 5, in the 
year 1585, in the war between the Dutch and Spaniards in the 
siege of Antwerp. The bridge referred to united the towns of 
Kalloo and Ordam on opposite sides of the Scheldt River, east 
of Antwerp. 

Lesson CXXX VILL — Page 415, 3d verse. "The narrow 
seas," the seas to the east and south of Great Britain. 



PART SECOND. 

ELEMENTS OF SPOKEN ENGLISH. 



CLASSIFICATIONS. 

To be able to teach reading or speaking properly, it is 
absolutely necessary that the teacher should make him- 
self familiar with some classification of the elementary 
sounds, the basis of which should be thoroughly under- 
stood. 

It is still better to be acquainted with several classifi- 
cations made upon different bases. Each new plan of 
classifying sheds additional light on some portion of the 
subject, or helps to make some other system clear. 

But the highest value is found in making a classifica- 
tion for one's self, instead of copying from others. 

In order to do this, however, a most patient and dis- 
criminating observation and study of the nature of spoken 
sounds must be made, in a great variety of cases, and 
under every form of utterance. 

While many of the sounds of any language remain 
the same from age to age, others undergo greater or less 
change. What was correct, may soon come to be incor- 
rect ; and what was elegant, may become inelegant. 

Provincialisms have wonderful power. Peculiarities of 
tone or of inflection, or of some manner of pronunciation 
or of expression daily strike the ear. 

In determining the proper sounds of good English 
speech, everything which does not agree with the present 



CLA SSIFICA TIONS. 79 

pronunciation of the best educated people who speak the 
English language, must be thrown out of the account. 

Great care must be taken not to include errors of in- 
dividual speech, or to follow authorities which have been 
superseded. 

Standard works on this subject soon fall behind the 
times, and dictionaries, even, which so many think infal- 
lible, sometimes need revision. 

Whether these elementary sounds are long or short, 
simple or compound, constituted of tone or of breath, or 
of both ; whether made in the throat or mouth or nose, 
by aid of palate or tongue or teeth or lips ; whether loud 
or soft, smooth or rough, liquid or abrupt; are some of the 
more obvious inquiries which must be met and answered 
before one can enter upon the work of classification. 

The physiology of speech determines the most impor- 
tant part of this work. 

While books may be studied to great advantage, if 
their teachings are constantly scrutinized in the light of 
actual vocal utterance, it is far better to study the living 
speech of the best educated people. Nay, this must be 
done — for here is authority. 

Not that all who have a claim to the distinction of be- 
ing educated are sure to utter every sound correctly. By 
no means. But some will do this, and from them, as a 
whole, may be expected an accuracy of speech that can 
be found in no other way. 

The speech of children and of the uneducated, while 
of no value as authority, will be found very suggestive 
in illustrating the natural difficulties of utterance, and 
in showing the best methods of overcoming such diffi- 
culties. 

The classifications which follow are made on different 
plans. 

No. 1 takes as its basis the familiar divisions of 



80 TEACHERS' MANUAL. 

VOWELS and CONSONANTS. Although these terms have 
lost somewhat of their original signification, and some 
changes, which will be noted hereafter, have occurred, 
by which some sounds in both divisions are essentially 
changed from what they once were, still, many sounds 
remain the same. For this reason, and because these 
terms — vowel and consonant — seem, to many teach- 
ers, to be expressive of distinctions of real value, they 
are kept in use. 

It must be borne in mind, however, that these are 
not written vowels and consonants, but spoken vowel 
and consonant sounds, and that, therefore, the order a, 
e, i, o, u, etc., though it was once physiological, is not 
observed. 

The term VOWEL is intended to comprise those free 
voice sounds which are made by the voice organs x with- 
out interruption from the speech organs. 2 In the utter- 
ance of any vowel, these organs remain open and mo- 
mentarily fixed; but they may change in shape and 
position, and by this change modify the sound as it 
comes from the vocal chords — where it is undoubtedly 
one and the same sound, — into the different vowels. 

The term CONSONANT is applied to all the remaining 
sounds. The consonants are made by the speech organs, 
acting with the voice organs, and consist of various inter- 
ruptions of tone or breath, or of both, running through 
all the degrees of partial, and including perfect, contact 
of the speech organs. By the perfect contact, nine con- 
sonants are made ; (p, t, k, b, d, g, m, n, ng,) hence 
called the perfect consonants. 

1 The voice organs are the chest and larynx. 

2 All the organs above the larynx are speech organs. 



ELEMENTS OF SPOKEN ENGLISH. 



81 



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82 TEACHERS' MANUAL. 

EXPLANATIONS AND ILLUSTEATIONS OF THE TABLE. 

In making both vowel and consonant sounds, the po- 
sition of the speech organs is indicated in the table above 
by the terms, " open," " closed," " partly open." 

Some of these sounds remain the same from beginning 
to end. They are then called " simple." Others be- 
gin with one sound, and gradually change into another. 
Such are called " compound." 

The nature of the sound depends upon two things : 
the air from the lungs may be driven against the vo- 
cal chords, and its force spent in causing them to vibrate, 
thus putting the column of air above the larynx in vi- 
bration ; or, it may be emitted without being converted 
into vocality. 

In the last case, the air is made audible by a rushing 
sound given to it by driving it through some compressed 
opening, either of the glottis, or of some of the speech 
organs. 

When the air is made vocal, it is called " Tone," or 
" Voice ; " if not vocal, it is called " Breath," or " Aspi- 
rate." 

The air may be emitted in both ways at the same 
time ; such a mingling is called simply " Tone and 
Breath." 

There is the further distinction of time of utterance. 

It is a fact, accounted for in various ways, which need 
not be examined here, — that different lengths of time are 
employed in the utterance of sounds. By common con- 
sent these are classed as " Long," and " Short." 

This does not mean that all of the long are of equal 
length, nor all of the short. 

All of the consonants that are wholly or partly vocal, 
should be made full and long ; all that are aspirate 
should be made short and sharp. 1 

1 H is an exception ; it is sometimes long and sometimes short, — long 
before long vowels, and short before short vowels. 



LONG SIMPLE VOWEL SOUNDS. 83 

This is for the sake of adding strength and beauty to 
the utterance. 

The distinction between elegance and inelegance in 
reading or speaking is in the utterance of consonant 
sounds, and no practice is so valuable as that spent in 
acquiring the habit of faultless pronunciation of the ele- 
ments. 

LONG SIMPLE VOWEL SOUNDS. 

In the first column of the Table, is given the physio- 
logical order of uttering the long simple vowel 
SOUNDS. This scale is a sliding one. The difference 
between the vowels is made by the speech organs. These, 
by their adjustment in various ways, cause the cavities of 
the throat and mouth to re-inforce such vibrations of the 
air as may be needed to give the required sound. 1 

ILLUSTRATIONS OF THE LONG SIMPLE VOWEL SOUNDS. 
The words of this list, when spoken, exhibit the long 

SIMPLE VOWEL SOUNDS OF SPOKEN ENGLISH. 

Each character in the column below, at the left of the 
page, represents the sound heard in the proper pronuncia- 
tion of the words annexed. 

It is these SOUNDS which are classified, and not the 
printed characters. 

The marks for the vowels are the same as those in 
Webster's dictionary, 
e in we, she, he, me, ye, mete, eve, eke, era, equal, evil, 

even, reach, real, recent, reap, re-load. 
a in mate, fate, pate, rate, cave, rave, lave, made, glade, 

shade, wade, pale, fade, take, rake, lake. 
a in ask, chance, chant, grasp, fast, last, pass, gasp, graft, 
branch, past, mast, vast, trance, can't, shaft. 

1 oo, physically considered, is a single vibration, which is called the 
fundamental tone. 5 is the same tone with its octave, above, added, etc., 
etc. This is explained more at length in the " Elocution." 



84 TEACHERS' MANUAL. 

a in arm, far, hark, tar, charm, march, bard, cairn, 

palm, balm, psalm, salve, halve, alms, gape, father, 
u in urn, burn, furl, hurt, church, turn, lurk, nurse, cur, 

churn, bur, burly, burst, curse, fur, curl, churl. 
a in all, talk, fall, walk, hall, small, thrall, wall, gall, pall, 

ball, squall, call, chalk, tall, stall, scald, malt. 
6 in note, old, go, spoke, roll, no, mote, pole, smoke, 

mode, wrote, rote, stroke, fold, hold, joke, vote. 
65 in moon, loose, cool, gloom, shoot, fool, spool, rood, 

boot, tool, boon, coon, spoon, stool, room, smooth. 

SHORT SIMPLE VOWEL SOUNDS. 

The second column in the Table contains the physio- 
logical order of uttering SHORT SIMPLE VOWEL SOUNDS. 
This column corresponds nearly, sound by sound, to the 
first, — l being very nearly the sound of e shortened, 
— e nearly the same as a shortened, — a the same as a 
shortened, — o the same as a shortened, — etc., etc. 

By putting the organs in a position to utter any long 
vowel sound and then making a short, sharp sound, hold- 
ing the organs fixed all the time, the corresponding short 
sound will be produced. 

ILLUSTRATIONS OF THE SHORT SIMPLE VOWEL SOUNDS. 

The words of this list, when spoken, exhibit the short 

VOWEL SOUNDS OF SPOKEN ENGLISH. 

I in mill, grip, split, tick, bib, lip, grit, lisp, pit, fin, 

this, sing, ring, will, spill, it, still, rill, in, pill. 
e in met, wed, neck, end, spell, fell, bed, dgbt, che'ck, 

fled, red, shed, get, fret, net, jet, kept, wept, 
a in at, map, bad, damp, stamp, tag, tack, mad, add, 

glad, had, back, shad, black, stack, cat, hat, rat. 
6 in not, gSt, lot, shot, trot, hot, tSp, shop, drbp, stop, 

mop, hop, hSck, stock, clftck, shock, I8ck, 5dd. 



COMPOUND VOWEL SOUNDS. 80 

ii in but, nut, shut, rut, tub, hum, tun, hut, jump, 
pump, pluck, stuck, duck, jut, lump, stump. 

1 in cross, loss, toss, moss, frost, cost, broth, gone, off, 

trough, cough, wroth, cloth. 

2 in wholly, obey, opinion, oblige, omit, Olympic, opaque, 

opine, oration, original, 
do in fdbt, good, book, cook, wdbd, stdbd, hood, look, 
hook, took, crdbk, shook, wool, nook. 

COMPOUND VOWEL SOUNDS. 

In the third column in the Table, the elements of 
the compound vowel sounds are given. It will be 
seen that T, as in mind, is begun at a in the vowel scale, 
and slides forward, in the mouth, to e, or, as it is better 
to consider it, for the sake of making the last sound short, 
to 1. Ou, as in house, begins at a and slides backwards 
to 60, or, for the sake of the short terminal sound, to 06. 
Oi, as in voice, begins at a and slides forward to i. U, 
as in pure or fume, begins at 1 and slides to ob. 3 

ILLUSTRATIONS OF THE COMPOUND VOWEL SOUNDS. 

The words of this list, when spoken, exhibit the COM- 
POUND VOWEL SOUNDS OF SPOKEN ENGLISH. 
T in mind, find, grind, blind, kind, mild, child, piled, 

file, fire, pine, shine, wine, pint, nice, mice. 
ou in house, out, shout, pout, rout, bound, ground, sound, 

found, round, mound, pound, hound, cloud. 
oi in voice, choice, toil, coil, oil, foil, spoil, boil, coin, 

join, void, joint, foist, soil, moil, roil, hoist. 
u in mute, cure, fume, cube, tune, duty, mule, yule, 

lute, pure, fury, punic, purity, muse. 

1 See § 21, Webster's Dictionary, Principles of Pronunciation. 

2 See § 20, as above. 

3 These are hints for the better understanding of the Table. For a full 
treatment see the Elocution. 



86 TEACHERS' MANUAL. 

There are a few other vowel sounds indicated in the 
" Principles of Pronunciation " of Webster's Dictionary. 
Some of them, as the sound of a before r in such words 
as air, care, bear, etc., and the sound of e before r, in 
such words as ere, there, heir, etc., may be seen in their 
analysis to be easily referred to the list above. E, as in 
ermine, verge, I, as in mirth, and y, as in myrtle, are, by 
many, still pronounced as a compromise between u and e. 
Most people, however, give the sound of u simply, and 
this pronunciation seems to be rapidly gaining ground. 
The attention of the older pupils should be called to all 
that is said in Webster on these " occasional sounds," and 
they should be allowed to have their preference in all 
cases where there is an authority to sustain them. 

What is said of " vowels in unaccented syllables " 
should be carefully studied, and everything which has a 
direct bearing on this subject should receive the attention 
which its merit demands. 

It will be observed that the letter o, representing the 
sound of o as heard in cross, loss, gone, trough, etc., is 
not marked. The reason for this is, that Webster gives 
no characteristic mark for this sound ; in some cases it is 
marked o and in others 6 ; and yet he acknowledges in 
§ 21, referred to in the foot-note, that it can be neither 
the one nor the other. It is evidently the sound of a 
shortened. 

•The sound of o in obey, omit, etc., is what Webster 
calls the obscure sound, and he leaves it unmarked. It is 
simply long o shortened. 

PERFECT CONSONANTS. 

The first nine consonants (p, t, k, b, d, g, m, n, ng) 
are called the " perfect consonants," because they are 
made by a complete contact of the speech organs. 



PERFECT CONSONANTS. 



87 



The following classifications which have been used in 
other books, help to explain their nature : — 



Mutes. Orals. 

Labials (made by the lips) p b . 

Linguals (made by the 

tongue) t d , 

Palatals (made by the 

fce) k g . 

Atonies. 



Sub-tonics. 



Nasals. 
. m 
(mp)i 
. n 



Labials p 

Linguals t 

Palatals k 



Aphthongals. 

Labials p .... 

Linguals t 

Palatals k 



Phthongals. 
... b .... 

... d .... 

... g .... 



• ng 
Nasals. 



Surds. 

Labials p . 

Linguals t . 

Palatals k . 



Sonants. 
,. b .. 
.. d .. 
,. g .. 



. m 

. n 

• ng 

Nasals. 

. m 

. n 

. nsr 



Check-sounds. 



f Labials p 

5. ) Linguals t 

' Palatals k 



Sub-vocals. 

.... b ... 
.... d ... 

.... g ... 



Nasals. 



m 
n 
ng 



Or putting them together with their various names. 





Mutes, 


Orals, 






or Atonies, 


or Sub-tonics, 


Sub-tonics 




or Aphthongals, 


or Phthongals, 






or Surds, 


or Sonants, 






or Check-sounds, 


or Sub-vocals, 


• or Nasals. 


Labials 


P 


b 


m 


Linguals 


t 


d 


n 


Palatals 


k 


g 


ng 



There are still other names ; but these are sufficient to 
show that they all have the same general meaning ; i. e., 
that p, t, and k, do not have vocality or tone, and hence 
are called mutes, atonies, aphthongals, or surds ; that b, d, 



1 See note on page 96. 



88 TEACHERS' MANUAL. 

and g, are vocal sounds, and hence are called orals, sub- 
tonics, phthongals, and sonants ; that m, n, and ng, are 
nasal sounds, and hence are called nasals or sub-tonics. 

They all show that p, b, and m, are made by the lips, 
and hence are called labials ; and t, d, and n, are made 
by the tongue, and hence are called Unguals ; and k, g, 
and ng, are made by the palate, and hence are called 
palatals. 

The following illustrations will serve to show the na- 
ture of these elements. Suppose we have several pipes 
through which water is flowing. Let the water represent 
a vowel tone or vocal sound. Let each of these pipes 
have stop-cocks to stop the flow of the water. 



ILLUSTRATION OF PERFECT CONSONANTS. 89 
No. 1. 




ILLUSTRATION OF PERFECT CONSONANTS. 91 

Suppose Fig. L, No. 1, to be an iron pipe. If the stop- 
cock at p be suddenly closed, the flow of water will in- 
stantly cease. Another stop-cock at t will cut off the 
flow a little farther back ; another at k, still farther back. 

The following is what takes place in the case of the 
elements p, t, k. 

The voice is flowing through the mouth. The sudden 
closing of the lips checks the sound instantly. This is p. 

Again, the voice is flowing. The sudden closing of the 
tongue against the roof of the mouth checks the sound 
instantly. This is t. 

Again, the voice is flowing. The sudden closing of 
the palate against the tongue checks the sound instantly. 
This is k. 

It will be seen that p, t, and k, are alike in that they 
all check the vowel sound instantly. They differ in the 
place of doing it : p, at the lips ; t, at the tongue ; k, at 
the palate. 

Initial p, t, k, may be illustrated by the sudden open- 
ing of the stop-cocks. 

Suppose Fig. 2 to be an elastic tube which will stretch 
to the dotted lines. The stop-cock at b is suddenly 
closed. The flow of the water does not instantly cease, 
but continues at a diminished and diminishing rate, as 
long as the tube will stretch. When the tube can stretch 
no more, the flow ceases. 

If the stop-cock at d be closed, the flow will not con- 
tinue quite so long as in the last instance mentioned, be- 
cause the space between b and d is no longer available. 
If the stop-cock at g be closed, the flow will cease as soon 
as the space above g shall be stretched to its full capac- 
ity. 

The following is what takes place in the case of the 
elements b, d, g. 



92 TEACHERS' MANUAL. 

The voice is flowing through the mouth. The lips are 
completely closed, precisely as in the case of p, but the 
mouth and throat are allowed to stretch, and the vocal 
sound continues for an instant. This is b. 

Again, the voice is flowing. The tongue closes against 
the roof of the mouth, precisely as in the case of t, but 
the mouth and throat are allowed to stretch, and the vocal 
sound is heard for an instant. This is d. 

Again, the voice is flowing. The palate closes against 
the tongue, precisely as in the case of k, but the throat 
is allowed to stretch, and the sound is heard for an in- 
stant. This is g. 

Initial b, d, g, may be illustrated by a momentary 
flowing before the stop-cocks are severally opened. 

In all these cases, (p, t, k, b, d, g) the palate closes 
the passage through the nose. 

Suppose Fig. 3, to be an iron pipe. The stop-cock at 
w, cuts off the forward flow, but opens another pipe, 
through which the flow is now directed. So with the 
one at w, and with the one at ng. 

The following is what takes place in the case of the 
elements m, n, and ng. 

The voice is flowing through the mouth. The lips 
close as in the case of p, and of b, but the passage 
through the nose opens and the vocal sound continues to 
flow, but now through the nose instead of through the 
mouth. This is m. 

Again, the voice is flowing. The tongue closes against 
the roof of the mouth, as in the case of t, and of d, but 
the passage through the nose opens and the vocal sound 
continues to flow through the nose. This is n. 

Again, the voice is flowing. The palate closes against 
the tongue, as in the case of k, and of g, but the passage 
through the nose opens and the vocal sound continues to 
flow through the nose. This is ng. 



ILLUSTRATION OF PERFECT CONSONANTS. 93 



No. 2. 




ILLUSTRATION OF PERFECT CONSONANTS. 95 

Initial m, and n, may be illustrated by water flowing 
through the side tubes before flowing through the main 
tube. 

Figs. 1', 1', 1', 2', 2', 2', and 3', 3', 3', show the posi- 
tion of the speech organs for each element. 

The vibration of air caused by the vocal chords ceases, 
at once, in case of p, t, and k. It continues for an in- 
stant in case of b, d, and g. These latter are all made in 
the closed mouth and throat. 

The vibration continues freely in the case of m, n, ng. 
These are all made in the nose. The difference between 
them is that m vibrates against the lips, as does b ; n 
against the tongue, as does d ; and ng against the palate, 
as does g. 

No. 2 illustrates, by an iron tube, fitted with stop-cocks, 
the direction of the sound from the throat through the 
mouth and nose, in the sounds of m, n, and ng. 

The vowel tone, checked by the lips and sent back- 
ward, and out at the nose, is m. If checked at the roof 
of the mouth by the tongue, and sent backward and out 
at the nose, it is n. If sent upward and out at the nose, 
it is ng. The direction of the arrows, with each letter, 
shows the course of the sound. The cut shows how these 
sounds are made from the vowel tone, and how they differ 
from each other. 



96 TEACHERS' MANUAL. 



ILLUSTRATION OF THE PERFECT CONSONANTS. 

The words of this list, when properly spoken, exhibit 
the " perfect consonants." 

p in pit, cap, pipe, rap, kept, shop, drop, stop, chop, pay, 
pick, chip, sipped, mapped, lopped, pippin. 

t in toy, tack, mat, hat, time, tin, took, prate, putty, 
shutting, motley, mutter, tell, tick, turn, test, pet. 

k in keep, leak, baked, king, shaker, bask, keel, slack, 
cracked, jerk, kick, quick, cake, nick, stick. 

b in boy, by, bowl, rob, nob, dob, bobbed, nobby, stabbed, 
grab, boil, nib, bay, mob. 

d in deep, day, mad, dark, dirk, shod, toddle, shadow, 
padded, nodding, cloud, handy, plod. 

g in go, bag, give, drag, wagon, get, gift, dagger, dig- 
ging, gag, shaggy, jaggy, lagged, jug, sprig, plug. 

m in may, man, miss, came, trim, aim, clamor, maimed, 
mammon, much, make, mar, blame, shame, moon. 

(^mp in empty, tempt, exempt, redemption, pumpkin, 
consumptive, bumpkin, sumptuous, stump, lump.) 

n in nun, nod, gun, fun, nail, ten, nip, panel, funny, 
sunny, dinner, sinner, tin, pan, new, tiny, nose, clan. 

ng in sing, ring, bring, long, young, gong, sprung, strung, 
singing, sting, cutting, singer, slinging. 

1 The p in empty, tempt, etc., indicates that the flow of the sound, 
which is making the m, is cut off by the sudden closing of the passage, 
through the nose. Study this list of mp's carefully. 



PARTIAL CONSONANTS. 97 

THE PARTIAL CONSONANTS. 

w. The sound which the character w represents is 
nearly, or quite, the sound of 6b modified by a little 
compression of the lips. 

This compression, though slight, gives a little aspira- 
tion, which makes it necessary to class w among the con- 
sonants. 

It is largely tone, slightly aspiration. 

y. The sound which the character y represents is 
nearly, or quite, the sound of e modified by a little com- 
pression of the tongue, which gives a slight aspiration and 
makes it a consonant. 

It is largely tone, slightly aspiration. 

h. This character represents sixteen different sounds. 
Each sound is a rough whisper of the vowel which imme- 
diately follows the h in the word. 

The organs assume the position to utter the vowel, and 
the air is driven out forcibly, so as to be audible at the 
same distance as is the vowel. Thus, h-St. The o is 
first whispered roughly and then vocalized. In h-at, the 
a is first whispered roughly and then vocalized. So for 
h-Tt, h-ate, h-ere, h-obt, h-all, etc., etc. It is properly 
neither a vowel (for want of vocality) nor a consonant 
(because a free sound), though classed among consonants 
for convenience. 

The number of h's must be the same as the number 
of simple vowels. They differ from each other as the 
vowels differ. 

wh. It is sufficiently accurate to say this character 
(wh) represents the rough whisper of w. In Anglo-Saxon, 
it is written hw. The exchange of places of the letters 
does not affect the sound. The aspiration (h) is always 
heard first, as in when, — spoken as if written, as for- 
merly, hwen. 

7 



98 TEACHERS' MANUAL. 

Authorities are about evenly divided on the question 
whether, after the w is aspirated, it is vocalized; or 
whether it is simply aspirated, and the vocalization omit- 
ted, the vowel following in the word being the next sound 
heard after the aspiration. For example, whether, in 
when, it is w aspirated, w vocalized, e vocalized, etc. ; or, 
w aspirated, e vocalized, etc. 

The facts probably are that some vocalize the w and 
some do not. In teaching, however, there is no need of 
insisting upon either method to the exclusion of the 
other, since not one ear in a thousand can tell which is 
followed, when the words are properly spoken. 
1. The position of the organs : — 

The throat and lips are open, and teeth separated. 
The tongue touches the roof of the mouth just 
above the front teeth, and is free at the sides. 
The sound is pure tone, and issues at these side 
openings. 
r. The position of the organs : — 

The throat and lips are open, and teeth separated. 
The tip of the tongue points directly upwards to 
the roof of the mouth. 
The sound is pure tone. 1 
f. The position of the organs : — 

The throat is open. The front upper teeth touch 

the under lip. The air is driven between. 
The sound is pure aspiration. 
s. The position of the organs : — 

The throat and lips are open, the teeth separated. 
The sides of the tongue touch the teeth and the 
roof of the mouth. The tip of the tongue nearly 
touches the roof of the mouth just above the 
front teeth. The air is driven through this nar- 
row opening. 
The sound is pure aspiration. 

1 The trilled r is not an English sound. 



ILL US TRA TIONS OF PA R TIA L CON SON A NTS. 99 

sh. The position of the organs : — 

The throat and lips are open, teeth nearly shut. 
The air is driven between the upper and lower 
teeth and tongue. 
The sound is pure aspiration, 
th. The position of the organs : — 

The throat and lips are open. The end of the 
tongue touches the inner surface of the upper 
front teeth. The air is driven between the tongue 
and the teeth. 
The sound is pure aspiration. 
v. The position of the organs is the same as for f. 

The v adds strong vocality to the f. 
z. The position of the organs is the same as for s. 

The z adds strong vocality to the s. 
zh. The position of the organs is the same as for sh. 

The zh adds strong vocality to the sh. 
th. The position of the organs is the same as for th. 

The th adds strong vocality to the th. 
ch = t sh ; x = ks ; x = k sh ; j = d zh; x = gz. 
The ch, x, and j, so nearly represent the sounds indicated 
in this analysis, that, in teaching, no practical error will 
be made, if the pupil, in speaking them, utter the anal- 
yzed sounds. The older pupils should be told that the 
sounds are not exactly the simple elements as analyzed, 
but as nearly such as compound sounds can be repre- 
sented. 

ILLUSTRATIONS OF THE PARTIAL CONSONANTS. 

w in woo, wet, with, wound, wax, weal, wand, wait, 
wood, wing, wall, wilt, word, work, wit, wink. 

y in yes, you, yea, young, ye, yawn, yoke, yarn, yield, 
your, yacht, yeast, yell, yelp, youth, yard. 

wh in why, when, what, which, whether, whiff, wheel, 
wheat, whist, white, whirl, whack, whip. 



100 TEACHERS' MANUAL. 

h in h-eafc, h-ate, h-ast, h-ard, h-urt, h-all, h-old, h-oot, 

(8 distinct long h's). 
h in h-it, h-en, h-at, h-ot, h-ut, h-orrid, (w)h-olly, h-ood, 

(8 distinct short h's). 

(Thus we have 16 h's, at least, perhaps more.) 
1 in let, tell, like, leap, filling, malice, willful, still, spill, 

illy, drill, loose, jelly, lovely, lily, pull. 
r in ran, road, river, carol, poorer, herd, far, tory, glory, 

bore, terse, ore, merit, merry, urge, spirit, 
f in fire, fife, staff, for, fame, loaf, shift, waft, off, 

differ, softly, faithful, chief, puff, fix, lift, 
s in see, sips, same, yes, miss, spin, seat, sat, mist, massy, 

resting, us, lacks, hats, caps, less, gifts. 
sh in shine, cash, hush, flesh, push, usher, hashed, shod > 

shout, hashish, washing, flushed, dish, shelf, 
th in thin, thick, thump, thought, thorn, think, thatch, 

theme, thank, thaw, worth, pith, path, oath. 
v in vain, voice, view, vote, civil, novel, value, void, 

knave, rave, love, rove, shove, stove, moving. 
z in zone, zeal, gaze, maze, zero, zinc, zest, zigzag, dizzy, 

zephyr, zounds, zebra, graze, zenith, furze, 
zh, as represented by z and s, in azure, grazier, seizure, 

glazier, hosier, hoosier, measure, pleasure, treasure, 
th in thou, this, thine, with, these, mother, other, brother, 

those, the} r , thee, then, that, father, there, their. 
oh (=t sh, or nearly) in chill, child, church, cheap, rich, 

niche, choice, chink, choose, chine, chance. 
x (=ks) in tax, next, ax, expect, mixed, text, vexed, 

wax, perplex, sex, box, fox, ox, fix, expense. 
x (=k sh) in anxious, fluxion, luxury, noxious, com- 
plexion, reflexion, deflexure, flexuous. 
j (=d zh, or nearly) in jam, jar, joke, jump, juice, 

judge, just, jest, jelly, jolly, jack, jeer, jag. 
x (=gz) in exist, example, exert, exalt, exhaust, ex- 
emplary, exhort, exuberant, exult, exhibit. 



ELEMENTS OF SPOKEN ENGLISH. 101 

Another classification of the elements of spoken Eng- 
lish is here given. It will commend itself to all who do 
not like the division into " vowels " and « consonants " 
and it will repay thoughtful study. 



102 



TEACHERS' MANUAL. 



VOICE- AND- 
BREATH 
SOUNDS. 


to 

o 

& 

Ah 


g 

o 

Ph 

o 
o 




■a m 

n3 bo 
II II 


1 


hi 

S 
o 


> s is "B £ ^ 




m 

p 

p 
o 

w 

H 

«1 

H 

PQ 


to 

P 

Ph 

O 

Ph 


ft 

O 

g 

O 

O 


e 


^3 ^ 
co W m 

*» ^ .« 
II II II 


Ph 

g 

oq 


1 -S ^ ■ * * 


g 1 1 

Ph S 

o | £ 


Long 
and 

Short. 

h 

(Long 
before 

long 
vowels, 

and 

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TABLE OF EQUIVALENTS. 103 

TABLE OF EQUIVALENTS. 

LOttG SIMPLE VOWELS. 

e. ee in feet, queen, green, seen, sleet, greet, glee, 
knee, three, feed, greed, treed, seed, flee. 

ea in reap, heap, neat, peat, cheap, cheat, leave, 
sheaf, beast, bleat, cream, cleat, beat, leaf. 

ei in receive, perceive, conceive, ceiling, conceit, re- 
ceipt, seize, either, neither, leisure, deceive. 

eo in people. 

ey in key. 

uay in quay. 

i in machine, police, antique, ravine, valise, pastile. 

ie in grief, piece, priest, grieve, believe, fiend, chief, 
fief, thief, lief, liege, grenadier, niece, field, mien. 

oe in oedema, oesophagus, foetus. 
a. ai in slain, pain, vain, rain, grain, main, drain, chain, 
plain, wail, pail, sail, flail, frail, snail, Cain. 

ao in gaol. 

au in gauge. 

ay in stay, play, day, ray, may, hay, gay, tray, lay, 
bray, say, slay, sway, fray, gray, stray. 

ea in break, steak, great. 

ei in skein, heinous, reindeer, veil, rein, feint. 

eigh in eight, weigh, neigh, inveigh, freight. 

eig in feign, deign, reign. 

ey in they, prey, obey, grey, whey, purvey, survey, 
bey, hey, whey, eyry, convey. 

uet in bouquet, parquet, croquet. 

et in crochet. 
a. 1 ai in air, chair, fair, pair, lair, hair, stair. 

ay in prayer (a petition). 

1 See last paragraph of § 4, " Principles of Pronunciation/' Webster's 
Dictionary ; also note under § 6. We have adopted this pronunciation, 
believing it to be more nearly in accordance with general usage than a. 



104 TEACHERS' MANUAL. 

e in ere, there, where. 
e'e in e'er, ne'er. 

ea in bear, pear, wear, tear (to rend), swear. 
ei in heir, their. 
a. ea in heart, hearth, hearken. 

au in haunt, daunt, taunt, gaunt, jaunt, laugh, 

launch, jaundice, saunter, laundry. 
u. o in word, worm, worth, work, worse, world, wor- 
ship, 
ou in scourge, adjourn, journey. 
ue in conquer, masquerade, guerdon. 
a. au in daub, haul, vault, caul, maul, craunch, flaunt, 

cause, fault, fraud, taught, vaunt, 
aw in fawn, brawn, straw, law, raw, paw, jaw, saw, 

drawl, bawl, awl, caw, claw, dawn, flaw, lawn. 
eo in George, Georgie. 
ou in fought, bought, brought, thought, nought, 

wrought. 
oa in broad, groat. 
5. oa in coal, coach, loaf, boat, coat, foal, moat, shoal, 

shoat, bloat, cloa,k, croak, goat, road, roam, shoar. 
oe in foe, toe, hoe, roe, throe, poe, doe, woe, aloes. 
oo in door, floor, brooch. 
ou in four, pour, soul, mould, mourn, court, though, 

course, source, shoulder, smoulder, poultry, dough, 
ow in own, flow, sow, row, show, tow, know, bowl, 

low, mow, throw, slow, stow, snow, bow. 
aut in hautboy, hauteur, hautgout. 
eau in beau, bureau, plateau, flambeau, tableau, 
ew in sew, shew, strew. 
eo in yeoman. 
oo. o in move, prove, two, do, lose, who, whose. 
03U in manoeuvre, 
oe in shoe, canoe. 
ou in croup, group, ghoul, uncouth, courant, coupon, 



TABLE OF EQUIVALENTS. 105 

boudoir, coupe, courier, couteau, gourmand, rouge, 
pouchong, wound, bourse, cougar, rouble. 

ew in brew, crew, drew, shrewd, shrew, threw, grew. 

heu in rheum, rheumatic, rheumatism. 

ue in rue, true, accrue, construe. 

u in brute, brutal, brutish. 

ui in bruise, fruit, recruit, cruise, bruit. 

SHORT SIMPLE VOWELS. 

I. e in England, English, pretty. 

ee in been, breeches. 

ei in foreign, forfeit, sovereign, surfeit, mullein. 

ey in money, covey, journey, honey, alley. 

ia in carriage, marriage, parliament. 

ai in curtain, certain, mountain, fountain, villain. 

o in women. 

ie in mischief, kerchief, married, worried, hurried, 
sieve. 

u in busy, lettuce, minute, business, ferule. 

ui in biscuit, circuit, guitar, conduit, guinea. 

y in story, glory, hoary, pony, lovely, lonely, fully, 
jaunty, lately, policy, sympathy, symptom, nicely. 

oi in tortoise. 
8. a in many, any, Thames. 

ai in again, against, said, saith. 

ay in says. 

ea in leather, feather, endeavor, head, dead, ready, 
lead. 

ei in heifer, nonpareil. 

eo in leopard, jeopardy, feoff, feoffee, feoff er, feoff- 
ment. 

ie in friend, friendship, friendly. 

oe in assafoetida. 

u in bury, burial. 

ue in guest, guess. 



106 TEACHERS' MANUAL. 

ae in diaeresis, etcaetera, aesthetic. 
S. ai in plaid. 

ua in guaranty. 
8. a in wander, walrus, wanton. 

ou in hough. 

ow in knowledge. 
ii. o in come, done, dove, shove, love, shovel, dost, front, 
sponge, smother, wonder, among, tongue. 

oe in does. 

oo in blood, flood. 

ou in young, rough, touch, tough, enough. 
06. o in wolf, woman, bosom. 

ou in could, should, would. 

u in full, pull, bull. 

LONG COMPOUND VOWELS. 

I. ai in aisle. 
ei in eider. 

eigh in height, sleight. 
eye in eye. 

ie in die, lie, pie, tie, fie, pied, cries, dries, plies. 
ui in guide, disguise, guile. 
uy in buy, guy. 

y in my, thy, fly, deny, sly, style, spry, pyre, type, 
ye in rye, lye, dye. 
ou. ow in now, howl, vow, allow, cow, row, bow. 
oi. oy in boy, toy, alloy, coy. 
u. eau in beauty. 

eu in feud, neutral, neuralgia, teutonic, European, 

deuteroxide, deuce, eulogy, Deuteronomy. 
ew in few, blew, mew, new, chew, sinew, threw, 

pew, dew, knew, stew, pewter, clew. 
ewe in ewe. 

ieu in adieu, lieu, purlieu. 
iew in view. 



PHONIC DRILL. 107 

ue in hue, blue, sue, glue, cue, argue, ague, due, res- 
cue, imbue, residue, subdue. 
ui in juice, sluice, suits. 



PHONIC DRILL. 

The teacher should have a careful supervision over the 
child's speech, not only in the reading-class, but in all the 
other school exercises. 

Inaccuracy in the pronunciation of words in the recita- 
tion of lessons will confirm errors which no instruction in 
a reading exercise can remove. Carefulness, not exces- 
sive nicety, should be required in conversation, both be- 
tween teacher and pupil, and between one pupil and 
another. 

A half hour devoted to reading, each day, is too little 
time to overcome the evil effects of mistakes made in all 
the hours of talk from morning till night, at home or at 
school or in the street. School exercises are largely oral, 
and running through them all are to be found the means 
of making or marring the good reading of all the pupils. 

Phonic drill should begin very soon after the child 
enters school. It should consist of those exercises which 
the teacher knows, by experience, to be valuable. Be- 
cause any drill is, or ever has been, in vogue, even in 
good schools, it by no means follows that it possesses 
merit. Great mistakes are made here. Time is wasted, 
errors are imbibed, and, worse than all, the pupil is led 
to believe that there is little value in elocutionary drill, 
because he gets no help from that which is prescribed for 
him. 

The judgment of the teacher shows itself in adapting 
each exercise to the needs of his pupils. A wise physi- 
cian recommends pure air, a wholesome diet, physical 
exercise, and cleanliness, as good for everybody at all 



108 TEACHERS' MANUAL. 

times. But this is not all he does. He studies individ- 
ual needs, and adapts remedies to special cases of disorder 
and disease. So the wise teacher has a general drill for 
all his pupils ; but, besides this, he studies the needs of 
each pupil, and seeks for that which will benefit each. 

What one pupil requires, may injure another. 

Two boys, one of whom reads slowly, and the other 
rapidly, cannot be brought to a proper rate of utterance 
by the same process. Concert reading will do much in 
this direction, but cannot do enough for the difficult 
cases. Such must have personal attention, and should 
be drilled in exercises which carry them to an opposite 
extreme. 

Most children speak vowel, or voice, sounds with pro- 
priety. If any do not, it will be found, commonly, that 
it is habit, and not inability, which prevents the proper 
sound. 

It may be the prevailing custom of a large section of 
country to vary from the correct mode of uttering some 
vowel sounds, either simple or compound, or both. All 
such local differences should be made to conform to the 
best usage of the best speakers. No teacher should take 
it for granted that the sound he has always heard, is the 
correct one. Every sound should be carefully examined, 
not simply those upon which there are different opinions. 
A little drill in all such cases will be sufficient to secure 
the power to give the vowels properly. Continued prac- 
tice is required to form the habit of so doing. When a 
pupil has decided difficulty in giving correctly any sound 
which he has clearly apprehended, the teacher must ascer- 
tain whether or not he understands how to place the 
organs in a proper position to form the sound. 

Imitation of the sound is often impossible, because the 
pupil does not know how to make the effort ; hence the 
absolute necessity that the teacher should know the exact 



PHONIC DRILL. 109 

place of each organ employed in the utterance of every 
sound. If the pupil can get the organs into the right 
position, he cannot fail to make the right sound, and 
there can be no surety of success on any other plan. 
Careful study of the cuts which show the position of the 
organs must be made. 

Consonant sounds, so called, are stumbling-blocks to 
all. To master them, requires great care and labor. 

Persistent practice is necessary to acquire the power 
of accurate articulation ; and this practice must be con- 
tinued, in order, — first, to make the power a habit, and, 
secondly, to retain the acquired strength. 

Exercise in this cannot be too abundant. No degree 
of excellence is ever attained that may not be surpassed. 
The pupil's interest will be maintained, if he feels that 
he is gaining day by day. Should the teacher, at any 
time, perceive a lack of enthusiasm, he may suspect some 
fault in his teaching. 

The need of keeping the pupil's pronunciation correct 
is very great. The labor of guiding him in the right 
way, at the outset, is much less than that of correcting 
faults and bad habits. 

Almost all elementary sounds and their combinations 
are as easy to give as the incorrect sounds so often sub- 
stituted for them. A little observation will show any 
teacher what sounds his pupils are most likely to neglect. 
Such sounds should be made the special objects of Phonic 
drill. 

To call attention to them and to correct them, occa- 
sionally, will never accomplish - any permanent good. 
They must be repeated and re-repeated till the children 
form the habit of giving them correctly. 

Children are inclined to imitate each other. Espe- 
cially is it true that the younger imitate the older, while 
the older, in every school, imitate the teacher. Faults 



110 TEACHERS' MANUAL. 

are copied as readily as excellences. The teacher must, 
therefore, not only understand the science of reading, so 
as to be able to teach its principles, but he must be a 
ready exponent of the art. 

With the younger pupils it is sometimes better to drill 
with words and sentences which contain the sounds, than 
to give the sounds by themselves. Some young pupils 
will not be interested in giving disconnected sounds, and, 
if required to do so, will acquire a distaste for vocal ex- 
ercises. 

The older pupils will understand, generally, the value 
of the work, will like it, and will profit by it. 

Every term's work should include something new, and 
should review and rehearse all that has been learned and 
practiced in previous terms. 

It must be remembered that the more carefully some 
good system is followed, the better the teaching will be. 
As far as possible, it is better that this system should be 
wrought out by the teacher. 

If this cannot be done, for lack of time and oppor- 
tunity, the teacher must thoroughly master the one he 
adopts, making it, by study and practice, as much his 
own as if he had originated it. 

Success in teaching reading will depend upon the 
teacher's own interest in the subject, and this, in turn, 
will depend upon his knowledge of it. 

Those teachers who have studied the subject most, 
give their testimony, with great unanimity, in favor of a 
thorough Phonic drill. A total neglect of this is fatal 
to success in the effort to produce even ordinarily good 
readers. 

The readiness with which one is able to recognize new 
words depends on the care with which he has observed 
the effect of different combinations on the vowel ele- 
ments. 



EXERCISE ON CONSONANTS. Ill 

For this reason, in addition to those already given, the 
analysis of words into their phonic elements will be 
found profitable at all stages of the child's progress, and 
should be kept up through all the grades of the schools. 
For directions in regard to this kind of drill see instruc- 
tions under Phonic Mode of Teaching to Read, page 38. 



EXERCISE ON CONSONANTS. 

(No. 1.) 

(Note. — Make the consonants strong and full, and the vowels short 
and small. All of the elementary sounds are here represented.) 

B-a-B, D-T-D,F-6o-F,G-a-G,H-do-H, J-u-J, K-i-K, L-o-L, 

M-a-M, N-o"o-N, P-i-P, R-o-R, S-8-S, T-a-T, V-e-V, 

W-a-W, Y-a-Y, Z-u-Z, CH-ur-CH, SH-u-SH, TH-o-TH, 

TH-o-TH, r-T-NG-i-NG, a-ZH-ure, WH-u-WH, and 
te-MP-t. 

(No. 2.) 

(Note. — Each consonant is given after, and before, all the long vowels 
in turn. The direction given under Exercise No. 1 is equally applicable 
here. Exercise slowly, then rapidly, but distinctly.) 

e-B, a-B, a-B, a-B, u-B, a-B, o-B, ob-B, 
B-e, B-a, B-a, B-a, B-u, B-a, B-o, B-6b. 

e-D, a-D, a-D, ii-D, u-D, a-D, o-D, 6b-D, 
D-e, D-a, D-a, D-a, D-u, D-a, D-o, D-ob. 

e-F, a-F, a-F, a-F, u-F, a-F, o-F, oo-F, 
F-e, F-a, F-a, F-a, F-u, F-a, F-o, F-o~o. 

e-G, a-G, a-G, a-G, u-G, a-G, o-G, ob-G, 
G-e, G-a, G-a, G-a, G-u, G-a, G-o, G-ob. 

e-H, a-H, a-H, a-H, u-H, a-H, o-H, bb-H, 
H-e, H-a, H-a, H-a, H-u, H-a, H-o, H-bb. 

e-K, a-K, a-K, a-K, u-K, a-K, b-K, bb-K, 
K-e, K-a, K-a, K-a, K-u, K-a, K-o, K-bb. 



112 TEACHERS' MANUAL. 

e-L, a-L, a-L, a-L, u-L, a-L, o-L, bb-L, 
L-e, L-a, L-a, L-a, L-u, L-a, L-o, L-bb. 

e-M, a-M, a-M, a-M, u-M, a-M, o-M, ob-M, 
M-e, M-a, M-a, M-a, M-u, M-a, M-o, M-oo. 

e-N, a-N, a-N, a-N, u-N, a-N, b-N, bb-N, 
N-e, N-a, N-a, N-a, N-u, N-a, N-o,'N-oo. 

e-P, a-P, a-P, a-P, u-P, a-P, b-P, bb-P, 
P-e, P-a, P-a, P-a, P-u, P-a, P-o, P-oo. 

e-R, a-R, a-R, a-R, u-R, a-R, o-R, bb-R, 
R-e, R-a, R-a, R-a, R-u, R-a, R-o, R-bb. 

e-S, a-S, a-S, a-S, u-S, a-S, b-S, bb-S, 
S-e, S-a, S-a, S-a, S-u, S-a, S-b, S-bb. 

e-T, a-T, a-T, a-T, u-T, a-T, b-T, oo-T, 
T-e, T-a, T-a, T-a, T-u, T-a, T-o, T-bb. 

e-V, a-V, a-V, a-V, il-V, a-V, b-V, ob-V, 
V-e, V-a, V-a, V-a, V-u, V-a, V-b, V-oo. 

W-e, W-a, W-a, W-a, W-ii, W-a, W-b, W-bb. 

Y-e, Y-a, Y-a, Y-a, Y-u, Y-a, Y-'b, Y-bb. 

e-Z, a-Z, a-Z, a-Z, ii-Z, a-Z, b-Z, bb-Z, 
Z-e, Z-a, Z-a, Z-a, Z-u, Z-a, Z-b, Z-bb. 

e-NG, a-NG, a-NG, a-NG, u-NG, a-NG, b-NG, 
oo-NG. 

e-SH, a-SH, a-SH, a-SH, u-SH, a-SH, b-SH, bb-SH, 
SH-e, SH-a, SH-a, SH-a, SH-ii, SH-a, SH-b, SH-oo. 

e-ZH, a-ZH, a-ZH, a-ZH, u-ZH, a-ZH, b-ZH, oo-ZH, 
ZH-e, ZH-a, ZH-a, ZH-a, ZH-u, ZH-a, ZH-b, ZH-bb. 

e-TH, a-TH, a-TH, a-TH, fi-TH, a-TH, b-TH, 
bb-TH, 

TH-e, TH-a, TH-a, TH-a, TH-u, THa-, TH-b, TH-bb. 

e-TH, a-TH, a-TH, a-TH, u-TH^ a-TH, b-TH, 
bb-TH, 

TH-e, TH-a, TH-a, TH-a, TH-ii, TH-a, TH-b, TH-bb. 

WH-e, WH-a, WH-a, WH-a, WH4, WH-a, WH-o, 
WH-bb. 

e-CH, a-CH, a-CH, a-CH, il-CH, a-CH, o-CH, bb-CH, 
CH-a, CH-e, CH-a, CH-a, CH-u, CH-a, CH-b, CH-oo. 



DIFFICULT COMBINATIONS OF CONSONANTS. 113 

e-J, a-J, a-J, a-J, u-J, a-J, o-J, ob-J, 
J-e, J-a, J-a, J-a, J-u, J-a, J-o, J-ob. 

DIFFICULT COMBINATIONS OF CONSONANTS. 

Careful drill on the following combinations of conso- 
nants will be found invaluable as an aid to the distinct 
articulation of the consonant sounds, — an attainment of 
the highest importance to good reading. The lists of 
words, as also the range of combinations, may be extended 
according to the judgment of the teacher. The pupil 
should give, first, the sounds by themselves, then the 
words, then the sentence. 

Careful repetition will at last secure the correct sounds, 
when the sentence is spoken at an ordinary rate. The 
pupil must never stop short of this test of excellence. 

B,d,s,t. — vobh'dst, bobb'dst, st&bb'dst, pro6'c£s£. 

Thou robb'dst and st&bFdst and ran away. 

Bl,d,st. — trembVdst, mbbVdst, hobbVdst, b'&bbFdst. 

Then thou babbVdst and trembVdst, and hobbVdst home. 

Dl,d,s,t. — p&ddVdst, fiddVdst, handVdst, ciiddVdst. 

Thou iondVdst the colt, and bridVdst the horse. 

D,n,d. — sad<iVc?, gladdVd, m&dd'nd, bvLvd'n'd. 

For we are s&dd'nd while you are glad^Vrf, and they 
are msL&d'n'd. 

D,zh,d. — c&g'd, lodg'd, wedg'd, judged. 

The birds were Hedged before they were c&g'd. 

Pl,d,s,t. — shuf/Tefof, r\jVdst, rafftdst, b&ijVdst. 

Tell me how thou baijVdst thine enemy and mijVdst him, 

F,t,s,t. — dnft'st, wqft'st, slftfst, Wftst. 

Thou Wft'st the veil, and waftfst the perfume o'er us. 

Gr,d,s,t. — digg'dst, begg'dst, l&gg'dst, dragg^dst. 

Thou bvngg'dst of thy power and then thou begg'dst 
for aid. 

Gl,d,s,t. — higgVdst, joggVdst, giggVdst, stvuggVdst. 

In vain thou struggVdst against fortune. 



114 TEACHERS' MANUAL. 

Kl,d,s,t. — cackl'dst, bnckl'dst, hackl' dst, circVdst. 

Thou buckVdst on thy armor, and circVdst o'er the 
plain. 

Kn,d,s,t. — weak'n'dst, black'n'dst, heark'n'dst. 

If thou heark'n'dst not, thou weak'n'dst him. 

K,s,th. — sixth. 

Henry the sixth sends thee a welcome. 

K,t,s,t. — act'st, pack' dst, smack' dst, crack' dst. 

Still thou ac£'s£ a noble part. 

L,d,zh,d. — induce?, bilg'd. 

They indued their whims, and we indulged our wit. 

L,p,t,s,t. — scalp' dst, help' dst. 

This weary hand thou help' dst to hold. 

L,t,s,t. — melt'st, pelt'st, salt'st, tilt'st, wilt'st. 

Thou melt'st my heart with sorrow. 

M,d,s,t. — tam'dst, dimm'dst, hemm'dst, warn dst. 

He is the man thou nam'dst in thy bond. 

N,d,s,t. — bend'st, rend'st, lend'st, end'st, find'st. 

Thou rend'st the bond and iind'st the treasure. 

Ng,th,n,d,s,t. — strength' n' dst, lengthen' dst. 

If thou length'n'dst thy cords, thou strength' n dst thy 
stakes. 

Ng,th,s. — hengths. 

We never see the lengths we run. 

Ng,k,s,t. — drank' st, drink' st, think'st, thank'st. 

Thou drunk? 8t the cup, and thank'st the giver. 

Ng,k,t,s. — precincts. 

He has found the warm -precincts of a cheerful home. 

N,d,zh,d. — chang'd, hing'd, iring'd, rang'd. 

They rang'd themselves and changed their front. 

N,t,sh,t. — elinch'd, blanch'd, pinch' d, wrench'd. 

His face was blanch'd, his fist was clinch' d. 

Pl,d,st. — grappl'dst, crippl'dst, peopl'dst, trampVdst. 

Thou grappVdst with the king and trampVdst him un- 
der foot. 



DIFFICULT COMBINATIONS OF CONSONANTS. 115 

R,b,d,s,t. — disturFdst, curb'dst. 

Now thou curb'dst passions fierce. 

R,d,zh,d. — urg'd, scoured. 

By a haughty will urg'd on, he sconrg'd himself alone. 

R,k,t,s,t. — h&rk'dst, lurk'dst, b&rk'dst, iimrk'dst. 

Thou hirk'dst in the dark and h&rk'dst for a footstep. 

R,l,d,s,t. — cixrVdst, whirVdst, sn&rVdst, hurVdst. 

Thou whirVdst thy hand and hurVdst the bolt. 

R,m,d,s,t. — ch&rm'dst, h&midst, f&rm'dst, iorrtidst. 

Thou wrrCdst the man, and harm'dst thyself again. 

R,n,d,s,t. — hwrn'dst, scorn'dst, turrVdst, le&m'dst. 

In vain thou tum'dst, if thou scom'dst thy friend. 

R,t,s,t. — dar£'s£, star£'s£, gir£'s£, hurtfst. 

If thou st&rtfst thou hurVst thyself the more. 

R,t,sh,t. — starched, percJid, urch'd, march' d. 

They areh'd their necks and march' d with pride. 

R,v,d,s,t. — nervd'st, st&rvd'st, curv'dst, svrerv'dst. 

If thou swerv'dst from duty, thou stixrv'dst thy soul. 

S,k,s,t. — mask' st, task'st, risk'st, husk'st. 

Ask'st thou, and risk'st thou so much ? 

Th,d,s,t. — smoo£^'^s£, hath'dst, sheath' dst, hreath'dst. 

Thou smooth' dst thy brow before thou sheath'dst thy 
sword. 

Tl,d,s,t. — settl'dst, nettl'dst, vrhittl'dst, rattl'dst. 

Thou startZ' dst thy victim when thou rattl'dst his 
chains. 

T,sh,t. — watch' d, slouch, touch'd, snatch'd. 

He was carefully watch'd and tenderly touch' d. 

V,d,s,t. — lov'dst, liv'dst, sav'dst, wav'dst. 

Thou deprry'c?s£ me of comfort. 

V,l,d,s,t. — grov'll'dst, rav'll'dst. 

To him thou unrav'll'dst the startling story. 

Z,l,d,s,t. — -puzzl'dst, dazzl'dst. 

Thou dazzl'dst mine eyes with such beauty. 



116 TEACHERS' MANUAL. 

INFLECTION. 

Inflections are upward or downward slides, or both, 
of the voice. They are made on both vowel and con- 
sonant tones ; and, though in accordance with the musical 
scale, they distinguish speaking from singing. 

They have a specific meaning depending upon the fact of 

1. Direction (up or down). 

2. Composition (simple or circumflex). 

3. Degree (distance from the starting point). 

All the upward inflections have the general idea of 
negativeness, of suspension, of incompleteness. 

More specifically, this idea is one of denying, or of 
doubting, or of not knowing, or of seeking to know, etc., 
etc. 

Examples. — I do not know the man. I cannot tell. I 

question his veracity. I do not think so. I was not there. I 

tell you it was not so. I consider it a very doubtful experiment. 
Is it not time to go ? 

All the downward inflections have the general idea of 
positiveness, completeness, determination, authority, de- 
nunciation, or terror. 

More specifically, this idea is one of assertion, or of 
certainty, or of knowing, or of giving information, etc., 
etc. 

Examples. — It is a fact. It is true. It is certainly so. You 
may believe me. I have nothing more to say. I am bound to 
see the end of it. Go .and do as I bid you. He is a rascal of 
the deepest dye. I brand him as a liar. How frightful the 
grave ! how deserted and drear. 

The circumflex inflections have the general ideas of 
the simple inflections of which they are composed. 

Examples. — I come to bury Cassar, not to praise him. I 
came not to send peace, but a sword. What ! durst not tempt 
him ? Must I endure all this ? 



INFLECTION. 117 

The degree of the inflection marks the strength of the 
feeling of the speaker. The inflection always stops at 
some tone of the musical scale, and usually at the 2d, 3d, 
5th, or 8th. Any point in the scale may be taken as 1. 
The point usually taken, however, is the natural pitch 
of the speaker's voice. 

To rise one tone (from 1st to 2d) is to express indiffer- 
ence. 

2 

Examples. — Does the sun shine ? No. You may, if you 

2 2 

please. What do you call this ? A shell. Shall we take a 

2 

walk ? If you please. 

Two tones — (from 1st to 3d) — interest. 

3 

Examples. — Will he come to-day ? Yes. Is this the way 
to town ? No. If I accompany you to the city, will you return 
with me ? I will. 

Four tones — (from 1st to 5th) — eagerness. 

5 

Examples. — Will he never come ? He certainlv will. Is 

5 5 

this the best you can do for me ? Did he say no ? That was 
his answer. Is it possible ? Barely possible. 
Seven tones — (from 1st to 8th) — passion. 

8 8 

Examples. — How now ! are we turned Turks ? O ye gods ! 

8 8 8 

ye gods ! Must I endure all this ? All this ? Ay, more. Is 

8 8 8 

it come to this ? Must I budge ? Must I observe you ? Must 
I stand and crouch under your testy humor ? 

The same is true of falling inflections. There are also 
half tones which make minor inflections, producing the 
same effects as minor music. 

While everybody uses inflections, but few people have 
them at command so as to use them at will and properly. 

Pupils should be trained in the use of them, both by 
special exercises, and upon the words of the reading 
lesson. It is as important to give the right inflection as 
it is to give the right pronunciation. Children will use 



118 



TEACHERS' MANUAL. 



inflections correctly in talking, but almost always fail 
when reading. 

The following explanatory marks will indicate to teach- 
ers how to conduct a drill exercise upon inflection. 



ILLUSTRATIONS IN INFLECTIONS. 
(The line from which each inflection starts may be considered as 1 
of the gamut. The inflections stop at the point of the gamut indicated by 
the figures.) 

5 
3 



Upward. 



Downward. 



Circumflex. 




W\A 



Use the vowel a in practice. 



INFLECTION. 119 

The direction, so commonly given, that " questions 
which can be answered by yes or no, should have the 
rising inflection," is incorrect. It should read — " a 
question which may be answered by yes or no (the ques- 
tioner does not know which of the answers will be given), 
should have the rising inflection." If the questioner 
knows the answer will be yes, or if he knows that it will 
be no, or if he wishes to indicate either to the exclusion 
of the other, the inflection will be falling. 

All cases of questions or assertions are to be inflected 
according to the prominent idea contained in them. 

If the prevailing idea be positive in its character 
(whatever may be the subordinate ideas) the inflection 
should be falling. If the idea be negative, the inflection 
should be rising. 

Or to state it in another way, — If you give the rising 
inflection, you signify thereby that you intend the chief 
characteristic in the sentence to be negative. 

If you give the falling inflection, you signify that it is 
positive. 

In all cases where one inflection may be used as well 
as another, it is desirable to teach that the one used 
necessarily conveys its peculiar meaning, and then, to 
leave the pupil to give whatever one he chooses with this 
understanding. 

The above are general directions. Some seeming varia- 
tions from these principles will be seen, on examination, 
not to differ from them. 



120 TEACHERS' MANUAL. 

PITCH. 

The musical scale is the basis of this exercise. Do 
not, however, sing any part of it. If the pupils are not 
familiar with the common scale, it can be taught, in a 
few moments, with sufficient accuracy to serve this ex- 
ercise. If the teacher does not understand music, let 
him take the figures, and make the pitch a little higher, 
or lower, for each figure, as indicated. 

Very high {c* .' .' 7 

High {|-.; : | 

Rather high j F # 3 

( F 2 

Pitch. -( Middle 3 D '.'.'. l 

(C* — 2 

Rather low j A ' — 4 

Low j G . — 5 

Very low {d!-8 

The middle D, or 1, is about the average natural pitch of voices. Always 
start at this point. Do not vary the Force or Bate. 

Illustrations. 1 

8 I mount, I soar, I reach, I fly. 

7 Higher, yet higher, rising to the sun. 

6 Strike till the last armed, foe expires. 

5 What ! threat you me with telling of the king ? 

4 Away we go o'er the fleecy snow. 

3 Come, hoist the sail ; the furl let go. 

2 Give to the winds thy fears. 

1 Begin at this line in an ordinary tone. 

— 2 A vision of beauty appeared on the clouds. 

— 3 Mine eyes have seen the glory of the coming of the 

Lord. 

— 4 The valley shades how cool and still. 

— 5 And this is in the night, most glorious night ! 

— 6 The deep-toned bell rings out its knell. 

— 7 Roll on thou deep and dark blue ocean, roll. 

— 8 Eternity, thou pleasing, dreadful thought. 

1 These are not exercises. 



RATE OF UTTERANCE. 121 

RATE OF UTTERANCE. 

Different degrees of rate of utterance are required for 
different sentiments. The following exercise is a good 
guide for practice. Its definiteness will commend it as 
superior to any ordinary method of determining rate of 
utterance. 

Very rapid. 7 syllables in one second. 

Rapid. 6 syllables in one second. 

Rather rapid. 5 syllables in one second. 
Rate. •{ Moderate. 4 syllables in one second. 

Rather slow. 3 syllables in one second. 

Slow. 2 syllables in one second. 

Very slow. 1 syllable in one second. 

Particular sentences should be selected for each de- 
gree, and they should be well adapted, in the sounds 
which they contain, for utterance at that particular rate. 

Each selection should comprise about one hundred 
syllables. This will make it easier to determine the 
rate with exactness. 1 

in^cond. Illustrations. 

„ { Like adder darting from his coil, 

( Like wolf that dashes through the toil. 
n { Lord Marmion turned — well was his need — 

( And dashed the rowels in his steed, 
r j By thirty hills I hurry down, 

I Or slip between the ridges. 
* ( For still the new transcends the old 

( In signs and tokens manifold, 
o ( And what is so rare as a day in June ? 

( -Then, if ever, come perfect days. 
2. Slowly and sadly we laid him down. 
1. Holy, holy, Lord God of Sabaoth ! 

1 The time of uttering a hundred syllables, or thereabouts, can be taKen in 
seconds, with a watch. Divide the number of syllables by the number of 
seconds. The quotient should never be, for instance, 4| or 3J, for then it could 
not be called one degree or another. But 4£ would do for moderate, or 3J, 



122 



TEACHERS' MANUAL. 



FORCE. 

No definite rules can be given for degrees of force. 
More than seven degrees can be used, if necessary. This 
is an approximate number, and will accomplish its pur- 
pose of suggesting a definite plan. 



Force, s 



Very loud 



Loud . . 
Rather loud 

Medium 
Rather soft 



Soft . . 
^ Very soft 



...... Q 

O 





© 

® 

© 

As in Rate, so in Force, sentences should be selected 
for practice, which are adapted both by their sentiment 
and the nature of their vocal elements, for the especial 
degree of Force on which they are employed. Any num- 
ber of syllables may be used. Great care should be ex- 
ercised not to vary the Pitch in changing from one de- 
gree to another. 

Illustrations, 



Shout, shout aloud till the broad welkin rings. 

What man dare, I dare. 

Rise, Briton, rise, if manhood be not dead. 

How sweet to have a common faith. 

O, dewy flowers that open to the sun ! 

O, birds, that warble to the morning sky ! 
Hush, lullaby, soft, sweet, and low. 










© 
® 
© 



FURTHER ILLUSTRATIONS. 123 

FURTHER ILLUSTRATIONS. 

The foregoing classifications and illustrations are, per- 
haps, more nice in their distinctions than it is profitable 
to bring before pupils of the Grammar grade. It will be 
sufficiently accurate to speak of three grades, — as, 

High, Middle, Loiv, Pitch. 

Rapid, Moderate, Slow, Rate. 

Loud, Medium, Soft, Force. 

The following examples to be found in the Fifth 
Reader are good examples, and may be employed for 
practice with the children. 

EXAMPLES OF PITCH. 

High. — From 4 to 8 inclusive. 

Lesson III., page 18. — 4th paragraph. " Lower the 
boats." 

Lesson VIII. , page 38. — The refrain, " I cheated ye." 

Lesson XX., page 75. — The personation of the mother 
in the 2d, 3d, and 4th verses, and of the children in the 
5th verse requires high pitch and rapid rate. 

Lesson XXVIII. — 14th paragraph. " The embank- 
ment is not safe." 

15th paragraph. — " It 's coming ! It 's coming ! Save 
yourselves ! Save yourselves ! " 

16th paragraph. — " Escape for your lives ! for your 
lives ! ! The embankment is going ! Fly for your 
lives 

Lesson XXIX. — 4th paragraph. " Dam is burst ! " 
balance of paragraph. 

6th paragraph. " The flood ! the flood ! " and balance 
of verse. 

The above examples in Lessons 28 and 29 are also good 
examples of "Loud Force," and " Rapid Rate." 

Lesson XL VIII, page 169. — « The Sea." Through- 
out, high pitch and rather rapid rate. 



124 TEACHERS' MANUAL. 

Lesson LX. — All of 3d stanza. " High pitch." 

Lesson LXIL — Rather high pitch and rapid rate 
throughout. 

Lesson CV, page 325. — " The Cloud." Rather high 
pitch. 

Lesson CXXVIIL — "The Boys." Rather high 
pitch and rapid rate, throughout. 

Middle. — From 3 above to 3 below inclusive. 

Lesson VII, page 33. — This lesson furnishes consid- 
erable variation in pitch. The narration exemplifying 
" Middle," and the personation varying according to the 
predominant feeling. The mock serious tone of the offi- 
cer, 4th paragraph, is rendered in a rather low key. Ar- 
thur's reply (5th paragraph), rather high. 

Any lessons not given as examples of "High" or 
"Low" may be taken as illustrations of the "Middle 
Pitch." 

Low. — From 4 below to 8 below, inclusive. 

Lesson III., page 33. — 7th paragraph. " We must all 
die together." 

Lesson XO. — 2d line of 9th stanza, page 280. 

Lesson OX VII. — " The Romance of the Swan's Nest," 
page 362, 16th stanza, last two lines. 

Lesson CXX., page 370. — " Elizabeth and John Es- 
taugh," 10th stanza, first two lines, beginning, " Oh, lost 
days of delight," etc. 

Lesson XX XII. — " The Execution of Montrose ; " 
2d stanza, first four lines, and last four lines of 4th stanza. 

Lesson OXXXIV., page 402. — " Thanatopsis," com- 
mencing with 2d stanza, balance of lesson. 

EXAMPLES OF KATE. 

Rapid. — Including 6 and 7. 

Lesson XVII, page Q5. — The latter part of the 12th 
paragraph, beginning, " Away they went," etc., requires 
rapid rate. 



FURTHER ILLUSTRATIONS. 125 

Lesson XX., page 76. — The personation of the mother 
in the 2d, 3d, and 4th verses, requires rapid rate. 

Lesson XXVIII, page 1 07. — 14th paragraph. " The 
embankment is not safe ! " 15th paragraph. " It 's 
coming ! it 's coming ! Save yourselves ! Save your- 
selves ! " 

16th paragraph, " Escape for your lives ! for your 
lives ! ! " " The embankment is going ! Fly for your 
lives ! " 

Lesson XXIX. — 4th paragraph. "Dam is burst," 
etc., balance of verse. 

6th paragraph. " The flood, the flood," and balance of 
verse. — The above examples in Lessons 28 and 29, are 
also good examples of Loud Force and High Key. 

Lesson XL VIII., page 169. — « The Sea." Rapid 
rate throughout. 

Lesson LXII, page 207. — Rapid rate throughout. 

Lesson CV., page 325. — " The Cloud." Rapid rate. 

Lesson OXXVIII. — " The Boys," page 39. Rapid 
rate. 

Moderate. — Including 3, 4, and 5. 

Any lessons not enumerated as examples of "Rapid" 
or " Slow Rate" will serve as illustrations for the " Mod- 
erate." 

Slow. — Including 1 and 2. 

Lesson XC, page 280. — 9th stanza, 2d line. 

Lesson CXIII, page 349. — " When Sparrows Build." 
Slow rate throughout. 

Lesson OX VII, page 362. — 16th stanza, last two 
lines. 

Lesson CXXXIV., page 402. — " Thanatopsis," com- 
mencing with the 2d stanza, rather slow rate through- 
out. 



126 TEACHERS' MANUAL. 



EXAMPLES OF FORCE 



LOUD. — Including 7 and 6, and running into 5. 

Lesson XXVIII., page 107. — 14th paragraph. « The 
embankment is not safe." 

15th paragraph. " It's coming ! it 's coming ! " " Save 
yourselves ! Save yourselves ! " 

16th paragraph. " Escape for your lives ! for your 
lives ! ! " " The embankment is going ! " " Fly for your 
lives ! " 

Lesson XXIX. — 4th paragraph. " Dam is burst," 
etc., and balance of verse. 

6th paragraph. " The flood ! the flood ! " and balance 
of verse. The above examples in Lessons 28 and 29 are 
also examples of high key and rapid rate. 

Lesson LX. — 6th verse. 1st. " Ring " and " Grandpa" 
loud ; 2d. " Ring," louder ; 3d. " RING ! OH, RING 
FOR LIBERTY ! " very loud. 

Lesson OIX., page 339. — Cavalry Song. "Halt," 
1st stanza, " Charge," 2d, and " Wheel," 3d. 

Lesson CXI, page 342. — Refrain of all but the third 
stanza, commencing with " Hurrah," especially on "hur- 
rah." 

MEDIUM. — Including 4 and running into 3 and 5. 

Any lessons not enumerated as examples of " Loud " 
or "Soft" may be taken as illustrations of "Medium 
Force." 

Soft. — Including 1 and 2 and running into 3. 

Lesson X., page 46. — Last three lines of 9th stanza. 

Lesson XX., page 77. — 8th verse, first four lines. 

Lesson XCIII. — From the first stanza to the close of 
the 6th stanza, beginning, " Oh, smite vis gently." 

Lesson CXX., page 368. — 3d verse, last three lines. 

Fifth verse, last two lines ; 6th verse, last three lines, 
and all of 7th verse ; 8th verse, all but first and last 
lines. 



PAET THIRD. 



SKETCHES OF AUTHORS 



REPRESENTED IN 



FOURTH AND FIFTH READERS. 



Rev. John S. C. Abbott was bora, 1805, at Bruns- 
wick, Maine. He graduated from Bowdoin College, 1825, 
and from the Theological Seminary at And over, Mass., 
1829. 

His leading works are " The Mother at Home," " The 
Child at Home," and biographies of prominent charac- 
ters in French history ; among the latter is his "History 
of Napoleon Bonaparte." 

Mbs. E. C. Agassiz, the wife of Louis Agassiz, is 
best known by " A Journey in Brazil," made up of in- 
teresting sketches of travel and study in South Amer- 
ica, where she and her husband spent some time in con- 
nection with a scientific expedition. Together with her 
son,. Mr. Alexander Agassiz, she has written another in- 
teresting book of popular and, at the same time, scientific 
interest, — " Sea-side Studies." 

LOUISA Maria Alcott, although born at German- 
town, Pa., in 1832, has spent most of her life in Massa- 
chusetts. Her education was conducted almost entirely 
at home, by her father, a transcendentalist. The publi- 
cation of " Little Women," in 1867, resulted in Miss 
Alcott's first decided literary success, although she had 



128 TEACHERS' MANUAL. 

been engaged in writing for the press since the age of 
sixteen, and had issued two books, one of " Hospital 
Sketches," the other, her novel of " Moods." Since the 
appearance of " Little Women," however, Miss Alcott 
has been an acknowledged favorite, by reason of her 
bright, healthy, and exquisitely natural pictures of Amer- 
ican life in the middle classes. " Old-fashioned Girl," 
" Little Men," and " Work," are some of her more popu- 
lar works. 

T. B. Aldrich, born in 1836 in Portsmouth, N. H., 
is one of the most talented of young American authors. 
What is remarkable, there is little to choose between his 
prose and poetry, and both are of a high order. He is 
distinguished for delicacy of touch and originality in 
imagery. Among his poems, " Babie Bell," and among 
his prose productions, " Marjorie Daw," are fair examples 
of his power. The latter has been translated into four 
European languages. Mr. Aldrich is at present (1875) 
residing in Cambridge, Mass. 

Mrs. Elizabeth Akers Allen, born and educated 
in Maine, at present a resident of Richmond, Va., has 
published many lyrical poems of much merit. The 
best known of these is the song, " Rock Me to Sleep, 
Mother." 

Hans Christian -Andersen, one of the most cel- 
ebrated writers of Denmark, was born at Odense in 
Fiinen, April 2, 1805. Died, August 3, 1875. After 
the death of his father, who was a poor shoemaker, he 
was adopted by a poet's widow. He commenced his 
academic education in 1828, at the public expense. His 
earlier works are poems : he has also written tales, and 
many fairy stories for children. His books have been 
translated into all the modern languages, and some of 
them into the language of Greenland. 

George Arnold was born in New York city, and died 



SKETCHES OF AUTHORS. 129 

at Strawberry Farms, N. J. He was both poet and 
editor, and principally known by his contributions to 
periodical literature. The popular " McArone Papers " 
were productions of his pen. During the war, he served 
in the Union army. 

William E. Aytotjn is a native of Edinburgh, born 
in 1818. Educated as a lawyer, he has achieved a repu- 
tation as a poet and humorist. Professor of literature 
and belles-lettres in the University of Edinburgh, and 
editor of " Blackwood's Magazine," he holds one of the 
first places among Scotch literary men. His " Lays of 
the Scotch Cavaliers " is extensively known, and contains 
some of the best specimens of the ballad style. 

George Bancroft, born in Worcester, Mass., in 
1800, is a graduate of Harvard, which he entered at the 
age of thirteen. In public life, as foreign minister, and 
as secretary of the navy, he has rendered effective service. 
But the great work of his life is his " History of the 
United States." For this, his literary taste and culture, 
together with his impartial, but earnest spirit, peculiarly 
fit him. Everett says of this greatest of United States 
histories, "if completed as commenced, it will unques- 
tionably forever be regarded both as an American and as 
an English classic." 

Henry Ward Beecher, one of the most remarkable 
and popular of Congregational preachers in America, 
is of a family renowned for literary talent. Born in 
1813, at Litchfield, Conn., and receiving the best of 
theological education, his whole life, since his graduation 
at Amherst, has been one of arduous and earnest labor, 
in and out of the pulpit. Although his ministerial work 
holds the first rank, yet "Norwood,"' " The Star Papers," 
and " Lectures to Young Men," have given him a wide 
literary reputation. At present (1875) he is pastor of 
Plymouth Church, Brooklyn, N. Y., and editor of " The 



130 TEACHERS' MANUAL. 

Christian Union." His style is clear, healthy, vigorous, 
and often possesses true poetic grace. His last work is 
" The Life of Christ." 

Bjornstjerne Bjornson is a Norwegian novelist, 
the freshness and sweetness of whose style has won him 
a more than European reputation. One of his earliest 
and best known works was " The Fisher Maiden." Since 
that time, he has written " Arne," " The Happy Boy," 
and made many charming contributions to periodical lit- 
erature. 

Mrs. Elizabeth Barrett Browning, one of the 
greatest of modern poets, was born in 1809, in London. 
Her poems are distinguished, in a remarkable degree, by 
strong and subtle thought, and often by language so 
overburdened by scholarship, as hardly to belong prop- 
erly to the tongue of poetry. ifer later poems reveal 
a powerful emotional nature, as her earlier poems, a 
powerful intellectual nature. The obscurity which her 
critics blame, — even they confess, — arises from exuber- 
ant strength, not wandering weakness. Her poems are 
not popular, inasmuch as they appeal only to the thought- 
ful and cultured, among whom she has many sincere and 
ardent admirers. Her marriage should be noted, since it 
was one of the few instances in which genius has wedded 
genius. During the later years of her life, she was much 
interested in Italian politics, and many of her produc- 
tions betray this. Her longest poem is " Aurora Leigh," 
but many of her short poems are more generally admired. 
She died in Florence, Italy, in 1861. 

William Cullen Bryant, one of the greatest of 
American poets, was born in Cummington, Mass., in 
1797. When only thirteen, a political satire of his was 
so popular that a second edition was demanded. " Than- 
atopsis," one of his most famous productions, was written 
when the poet was between eighteen and nineteen. He 



SKETCHES OF AUTHORS. 131 

left Williams College in 1815, and immediately began to 
practice law. After ten years of professional life, Bryant 
determined to devote himself to literature ; and since 
that time, his home has been in New York city, where 
he has, since 1826, been connected with the New York 
" Evening Post." Although his short poems have won 
Mr. Bryant one of the highest places in American letters, 
yet his greatest work, perhaps, is his masterly transla- 
tion of Homer's " Iliad ; " a translation which, in its sim- 
plicity and strength, far excels any other translation of 
this greatest of Greek classics. 

Elihu Burritt, the son of a shoemaker, was born at 
New Britain, Conn., 1811. He is known as the " Learned 
Blacksmith." While working at his trade he acquired 
a knowledge of ancient and modern languages, becoming 
acquainted with at least thirteen. He spent some years 
in England, working for the abolition of slavery. His 
principal works are " Sparks from the Anvil," " A Voice 
from the Forge," " Peace," " Papers for the People," 
several books of travel, and w4 Ten-minute Talks." 

Horace Bushnell, D. D., born in 1802, at Litchfield, 
Conn., and a graduate of Yale, has been settled as pastor 
of a Congregational Church in Hartford, Conn., since 
1833. His theological works are distinguished for origi- 
nality of thought, and clearness and purity of expression. 
Among his best known books are " Nature and the Su- 
pernatural," " Moral Uses of Dark Things," and " Chris- 
tian Nurture." 

John C. Calhoun, one of the most celebrated of 
American statesmen, was a native of South Carolina, born 
in 1782. For forty years, he was a powerful man at 
Washington, as Representative, Secretary of War, Vice- 
president, and Senator. His name is indissolubly con- 
nected with the doctrine of State Sovereignty, which he 
defended both earnestly and ably. His great power lay 



132 TEACHERS' MANUAL. 

in his honest directness, his close, clear logic, which was 
all the more forcible from its terse severity. He died in 
1850. 

Thomas Carlyle was born in 1795, and both birth 
and education were Scotch. Although educated for the 
ministry, he soon found that his true mission was the field 
of literature. In this field, he has performed a most use- 
ful work by calling attention to the rich, but unworked 
mine of German literature, both by critical essays, and by 
translations full of the spirit of their great originals. Car- 
lyle was also one of the best and most independent of 
critics, and in this field seems to stand preeminent among 
modern essayists. As a historian, he has given "The 
French Revolution," " Life of Cromwell," and " History 
of Frederick the Great." This last is regarded as the 
greatest of all his works, although not so popular as his 
" French Revolution," and his "Essays." His style is 
vivid, at times startling, and everywhere adorned with 
evidences of a learning as peculiar as it is extended. 

Francis A. Chateaubriand was one of the greatest 
of French authors and politicians. Born in 1768, he died 
in Paris, aged seventy. Living in the most stormy period 
of French politics, and being deeply interested in them, 
his life, like those of many Frenchmen of the last century, 
was checkered by exile and poverty, alternating with 
political eminence and wealth. Of his many works, the 
most celebrated are, perhaps, "The Martyrs," and the 
" Genius of Christianity." 

Lydia Maria Child was born at Medford, Mass., 
1802. Her father, David Francis, was a baker. In 1824, 
she published her first book, " Hobomok, an Indian Story." 
In 1828, she married David Lee Child. She was one of 
the first writers in favor of anti-slavery. She has written 
many stories for children. 

Marcus Tullius Cicero was one of the most illus- 



SKETCHES OF AUTHORS. 133 

trious orators of antiquity, and one of the most polished 
writers of any time. His works show the evidence of the 
highest culture and diligence, in their logic, their ele- 
gance, their purity. Living between 106 and 43 B. c, 
he was contemporary with Pompey and Julius Caesar, 
and saw some of the most troublous times ever known 
to the Roman Republic. Though born a plebeian, he 
filled one office of state after another, until he was the 
Consul of Rome. While holding this office, he saved the 
republic from the conspiracy of Catiline, one of the most 
unprincipled, yet ambitious and popular, of the young 
Roman nobles. Vanity seems to have been the greatest 
fault of Cicero. With the most perfect education that 
Athens and Rome could bestow, with the highest moral- 
ity that the best philosophy could produce, and with a 
purer patriotism than any of his contemporaries, Cicero 
stands as one of the most perfect Romans that history 
shows us. To the lasting shame of Augustus Caesar, 
Cicero met his death through the proscriptions of the 
second triumvirate. 

S. L. Clemens ("Mark Twain"), born in Missouri 
in 1835, is one of the most popular of those Western 
humorists, who have elicited so much laughter and ap- 
plause during the last few years, by that extravagant and 
irresistible humor which seems to be a peculiar growth of 
the Pacific coast. With very few early opportunities for 
education, Mr. Clemens has experiences of many phases 
of life. He has been a printer's apprentice, a steamboat 
pilot, a miner, a reporter. This last occupation rapidly 
brought him into the literary life he now leads. His most 
widely -known work is " Innocents Abroad." 

Samuel Taylor Coleridge, 1772-1834, was a native 
of Devonshire. He was educated at Christ's Hospital, 
and afterwards, at Jesus College, Cambridge. He was 
remarkable for his rare conversational powers. Among 



134 TEACHERS' MANUAL. 

his poems are " The Ancient Mariner," " Christabel,'*' 
and many shorter pieces of great beauty. 

Eliza Cook, an English poetess, born in 1817, has 
won a wide reputation by her charming poetical sketches, 
the most popular of which are descriptive of simple life 
and simple themes. "The Old Arm Chair" is one of 
her best known and loved short poems. Her style is 
simple, earnest, even hearty. 

Rose Terry Cooke is the authoress of many poems 
and magazine articles of considerable merit, by reason of 
her vivid imagination and style. She contributes to the 
Atlantic, Harper's, etc., and has published a volume of 
poems. 

James Fenimore Cooper, one of the first and most 
famous of American novelists, was born in New Jersey, 
1789, and died in 1851, at Cooperstown, N. Y., where his 
childhood was spent in the midst of the wild solitudes 
of nature. As an author, he was remarkable for three 
things : the first is, that he found a new field of romance 
in the wild life of the frontier and the sea ; the second, a 
style graphic and vivid, replete with the spirit of the life 
he portrayed ; and the third, his marvelous power of rapid 
production. 

Frederick S. Cozzens, born in 1818, was a native 
and resident of New York City. He died in 1869, hav- 
ing w 7 on a reputation as one of the best of American 
humorists. His contributions did much to impart its 
peculiar character to the " Knickerbocker Magazine." 
"The Sparrowgrass Papers" are the most popular of his 
productions. 

Maximilian Schele de Vere was born in Sweden 
in 1820. After being engaged in the military and diplo- 
matic service of Prussia for some time, he came to this 
country, and, in 1844, became professor of Modern Lan- 
guages and Belles-lettres in the University of Virginia. 



SKETCHES OF AUTHORS. 135 

Although not his native tongue, yet his English is clear, 
forcible, and elegant. He is the author of several works, 
mostly philological in character. One of the best known 
and most useful is "Studies in English." Among his 
other writings are "Anglo-Saxon and Norman-French," 
" Outlines of Comparative Philology," and " Stray Leaves 
from the Book of Nature." 

Charles Dickens stands almost alone in literary his- 
tory, by reason of the speedy success and immense popu- 
larity of his earliest attempts. Born at Portsmouth, Eng- 
land, in 1812, he was destined by his father for the bar. 
But his great aversion to legal studies induced his father 
to allow him to become connected with one of the London 
papers as a parliamentary reporter. His peculiar talent 
soon displayed itself, and, by the publication of " Pickwick 
Papers," his fame and fortune were insured. His life 
was mostly spent in England, and his characters and 
scenes are principally of English extraction and complex- 
ion. His principal novels are "David Copperfield," 
"Dombey and Son," "Bleak House," " Old Curiosity 
Shop," and " Oliver Twist/' He makes us thoroughly 
acquainted with the lower and middle classes of English 
society. It has been claimed by some that his novels have 
been a great aid to reform, especially in the matter of 
charitable institutions, since his most cutting satire is 
used in regard to their management, and since he touches 
our deepest sympathies in behalf of those who suffer 
from their cold, neglectful, but stern authority. Al- 
though Mr. Dickens's admirers are counted by tens of 
thousands, yet there are not wanting those who severely 
criticise Jaoth the influence and style of his books. His 
last work, " Edwin Drood," was left unfinished, inter- 
rupted by his death, which occurred June 9, 1870. 

Marian Douglas is the nom cle plume of a lady 
residing in Bristol, N. H. Her juvenile poems have been 



136 TEACHERS' MANUAL. 

collected in part, and published by Osgood & Co., under 
the title of " Picture Poems for Young Folks." 

Joseph Rodman Drake, 1795-1820, born in New 
York, early showed signs of poetical, talent. He first 
became known through his association with Fitz- Greene 
Halleck, in the publication of the " Croaker Pieces." 
This literary partnership, under the name of " Croaker 
& Co.," became well known through their satirical pro- 
ductions in the " New York Evening Post." Drake's 
" Culprit Fay " and " The American Flag " are consid- 
ered his best efforts. 

Charles G. Eastman, a native of Maine, born in 
1816, was a poet especially celebrated for his graphic 
power of picturing rural life. He was connected, the 
greater part of his life, with various Vermont journals. 
In 1848, his collected poems appeared. Died March, 
1875. 

" George Eliot " is the nom de plume of Marian C. 
Evans, the wife of George H. Lewes, who is the author 
of several works of much ability. She was born in Cum- 
berland, England, about the year 1 820. By many critics 
she is regarded as the greatest of English novelists, by 
virtue of her fine and strong delineations of character, her 
scholarly and original style, and her power of philosophic, 
dispassionate study of human life. Among her best works 
are " Romola," "Adam Bede," "The Mill on the Floss," 
and " Middlemarch." She has also written several poems 
— " Spanish Gypsy," " Jubal," etc. 

Edward Everett, one of the greatest of American 
orators, was born in Massachusetts in 1794, and graduated 
at Cambridge in 1811, one of the most promising, young 
men that had ever received the culture of Harvard. He 
was educated for the clergy, and for four years he was one 
of the most eloquent of clergymen. Then, having been 
elected Greek professor at Cambridge, in order to thor- 



SKETCHES OF AUTHORS. 137 

oughly prepare himself for this work, he traveled four 
years in Europe, where he formed friendships with many 
distinguished Europeans. After his return, he soon be- 
came engaged in politics, becoming one of the most cul- 
tured and eloquent of American statesmen. As Governor 
of Massachusetts, as Minister Plenipotentiary to Eng- 
land, as Secretary of State, as President of Harvard, as 
Congressman, Everett was always the finished gentleman, 
the powerful orator, the faithful citizen. His orations are 
the works on which his fame rests.. They bear compari- 
son with the speeches of any land or time. He was can- 
didate for the vice-presidency in 1860, on the ticket of 
constitutional compromise. He died in 1865. 

Oliver Goldsmith, one of the most talented, im- 
provident, and best-hearted of literary men, was born in 
Ireland, in 1738. Though educated at Dublin, he was 
able to succeed in none of the professions for which his 
kind-hearted uncle furnished him the means. His wan- 
derings on the Continent read like a romance, for he won 
many a meal and many a night's lodging among the peas- 
ants, by the sweet tones of his flute and by his persuasive 
manners. In spite of his poverty, his studies abroad, at 
last, procured him the title of M. D. But this availed 
him little on his return to London. He strusrsled with 
the bitterest poverty, even starvation, until he gained a 
position with a bookseller. After that, things began to 
grow brighter. By a marvelous facility which his pen 
possessed in every direction, he managed to gain subsist- 
ence, and a little notice. Johnson became his friend. 
" The Vicar of Wakefield " was written, and, from that 
time, Goldsmith's fame was established, and his fortune 
might have been, had it not been for his love of play and 
his improvident nature. Although the necessities of his 
life up to the time of his death, in 1774, compelled him 
to incessant authorship, yet he never wrote anything more 



138 TEACHERS' MANUAL. 

charming than " The Deserted Village," which, with 
" The Traveller," and " The Vicar of Wakefield," have 
passed into classic English literature. His style is noted 
for its simplicity, sweetness, and strength. 

Chauncey A. Goodrich, D. D., 1790-1860, was 
born in New Haven, Conn. He graduated at Yale, 
where he afterwards was Professor of Rhetoric and Ora- 
tory. His best work was done in connection with Web- 
ster's Dictionary, which he revised, enlarged, and brought 
to its present excellence. He was the son-in-law of 
Webster, and so felt an almost personal interest in this 
great work. The portion in regard to synonyms is his 
work entirely. The compilation known as " Select Brit- 
ish Authors " is also the result of his labor. This book, 
considered as a compilation merely, is very valuable, by 
reason of the taste, knowledge, and judgment displayed; 
but it is more than a selection, for the criticisms, explana- 
tions, and biographical notices embodied, containing the 
substance of Dr. Goodrich's Yale Lectures, are of great 
intrinsic value. 

Thomas Gray, born in London in 1716, holds a 
high place among British poets, by the elegant finish 
and high art of his poems. Educated at Cambridge, he 
remained there all his life, with the exception of the 
time spent in a continental tour, as a Resident Fellow. 
His poems are very few, — " The Progress of Poesy," the 
" Odes," and the " Elegy in a Country Church-yard," the 
last of which is regarded as his finest production. 

Horace Greeley, whose name is indissolubly con- 
nected with the u New York Tribune," was the son of a 
farmer, and born at Amherst, N. H., in 1811. From the 
time when he learned the art of printing, till his death 
in 1872, he was connected with journalism. Since 1841, 
his energies were wholly devoted to the " Tribune." Un- 
der his management, it became one of the most popular, 



SKETCHES OF AUTHORS. 139 

successful, and characteristic of American political jour- 
nals. An eminent politician, of the most decided views, 
he became a candidate for the presidency in 1872, very- 
short ly before his death. He was noted for his eccentric- 
ities, his honesty, his decided, and almost passionate ad- 
herence to his own political ideas. 

Thomas Guthrie, D. D., was a Scotch clergyman, 
born in 1800, in Forfarshire, Scotland. His works are 
mostly of a theological character. He was connected 
with Dr. Chalmers, and some others, in establishing the 
Free Church in Scotland. He also established the orig- 
inal Ragged, or Industrial School, at Edinburgh, — an 
institution which has done a most Christian work. He 
died February 24, 1873. 

Beet Harte, although associated in our minds with 
the Pacific coast, is, nevertheless, a native of New York, 
having been born in Albany in 1839. In 1854, golden 
visions of life in the Far West drew Harte to California, 
where he threw himself heartily 'into the strange phases 
of pioneer and mining life. From that time on to 1871, 
the West was his constant home. Now miner, now 
teacher, now journalist, he obtained a thorough intellec- 
tual and sympathetic insight into every aspect of west- 
ern life. This insight displays itself in such sketches as 
" The Luck of Roaring Camp," " The Outcasts of Poker's 
Flat," " The Heathen Chinee," " The Pliocene Skull." 
His great power seems to lie in his ability to discover 
diamonds in the rough. Some of his stories have been 
translated into a number of European languages. 

Nathaniel Hawthorne is an American author, 
noted for the quaintness affnd delicacy of his fancy and 
humor. His most celebrated works are the " House with 
the Seven Gables," " The Scarlet Letter," " Mosses 
from an Old Manse," " The Marble Faun." This latter 
romance places Hawthorne in the first rank of authors, 



140 TEACHERS' MANUAL. 

by the spiritual grace which pervades both its passionate 
episodes and its magical descriptions. Hawthorne was 
born in 1804, at Salem, Mass., where he afterwards spent 
several years in custom-house service. He was a class- 
mate of Longfellow at Bowdoin, and the great poet was 
one of the first to acknowledge the merits of the great 
novelist. Except about ten years spent in public service 
of one kind and another, Hawthorne lived in great seclu- 
sion, shy of strangers, but dear to his friends. His literary 
fame was slow of growth and was not established till the 
publication of the " Scarlet Letter," in 1850. He died 
in 1864. 

Db. Isaac I. Hayes, born in Chester County, Pa., 
in the year 1834, one of the most enterprising and 
enthusiastic of Arctic explorers, has been engaged in 
three expeditions, having as their object the discovery 
and exploration of the open Polar Sea. In the first of 
these expeditions he was associated with Dr. E. K. Kane* 
as surgeon. Impelled by a desire to pursue these investi- 
gations of the north, Dr. Hayes exerted all his influence 
with scientific societies to induce them to aid him in fitting 
out a new expedition for Arctic discovery. At last, in 
the summer of 1860, he started, — having been successful 
in so far overcoming popular prejudice in regard to the 
uselessness of the undertaking, that nearly all the means 
necessary for the enterprise had been raised by subscrip- 
tion. This expedition was the most successful of any 
that had ever gone to the Arctic regions. The crew re- 
mained in good health and spirits, and one of the great 
objects of the expedition was accomplished, in that the 
certain existence of the open 'Polar Sea was established. 
Dr. Hayes had the honor of unfurling the American flag 
on land nearer the pole than any ever reached before. 
Where he planted this flag, he saw the open Polar Sea 
stretching before him, black and boundless, toward the 



SKETCHES OF AUTHORS. 141 

pole ; but the unseaworthiness of his vessel prevented 
him from pressing on. He returned to Boston in the 
fall of 1861, with the determination, at some future time, 
to attempt once more to pass the ice barrier, that had 
heretofore baffled all attempts to pass it, to the open 
Polar Sea. 

Robert Y. Hayne, 1791-1831, born in South Caro- 
lina, and grand-nephew of Colonel Isaac Hayne, a Revo- 
lutionary patriot, held several offices of high trust, both 
in his own State and in the general government. His 
speech before the Senate in January, 1830, was o'ne of 
the rarest efforts of American eloquence, and was an- 
swered by one of Webster's most celebrated attempts. 

J. T. Headley, an American historian, was born in 
New York State in 1814. After following his chosen 
profession, the ministry, for two or three years, his fail- 
ing health compelled him to leave his charge and travel 
in Europe. The success of his European sketches in- 
duced him to become an author. He is best known by 
his historical works, which are remarkable for the bril- 
liancy of their style. The " Death of Duroc," taken from 
" Napoleon and his Marshals," represents one of the most 
touching scenes in the life of the Emperor. It occurred 
during the battle of Bautzen, in Saxon}^. The Emperor 
was urging on his troops, striving to turn the orderly 
retreat of the foe to a rout. Hastening forward with 
Duroc, one of his escorts was shot dead. Napoleon, turn- 
ing, said, "Duroc, fate is determined to have one of us 
to-day." In a few moments, a cannon ball inflicted the 
fatal wound upon Duroc which terminated in death. 

Heikrich Heine is one of the most daring and bril- 
liant of the poetical satirists of Europe. About the 
year 1800, he was born in Diisseldorf, of Jewish parents. 
After a thorough University course, he renounced Judaism, 
and speedily won a literary reputation, especially among 



142 TEACHERS' MANUAL. 

the more recent school of German writers. Many of his 
works are characterized, and almost spoiled, by their 
malicious satire ; but his poems claim admiration from all 
critics, by an intangible grace which eludes and enchants. 
After nearly ten years of painful illness, Heine died in 
Paris, in 1856, where he had made his home since 1831, 
when political troubles had driven him from his own 
country. 

Mrs. Felicia D. Hemans was born in Liverpool, 
England, in 1794, of an Irish father, and a mother of 
Venetian descent. Before the age of ten, she had begun 
her poetical career, and, in 1808, her first volume of 
poems was published. She was early married, but her 
domestic life was far from happy. The later part of her 
life was spent with her mother, sister, and brother. She 
died in Dublin in 1835. Her poems have been widely 
praised for their peculiarly feminine grace and reserve. 
To this quality was added a pervading moral purity, and 
a high religious tone. Her later poems show the influ- 
ence of German literature ; and, while retaining all the 
charms of her earlier works, are filled with greater warmth 
and freedom. 

J. G. Holland, M. D., born in 1819, although edu- 
cated as a physician, has yet been engaged for many years 
in unceasing literary work, as novelist, poet, essayist, and 
editor. Among his best works are, " Bitter Sweet," " Gold- 
foil," and " Timothy Titcomb's Letters to the Young." 
He is, at present (1875), the editor of " Scribner's Month- 
ly," to which he has contributed largely. "Arthur Bon- 
nicastle " and " The Story of Sevenoaks " here made their 
first appearance. His style is remarkable for its healthy, 
vigorous simplicity, and its sound moral tone. 

Oliver Wendell Holmes, M. D., one of the most 
genial and popular of living American authors, was born 
at Cambridge, Mass., in 1809 ; graduated at Harvard, 



SKETCHES OF AUTHORS. 143 

and, after, studying law about a year, decided to follow 
the study of medicine. For nearly ten years, he was pro- 
fessor of Anatomy and Physiology at Dartmouth College ; 
since which time he has held the Chair of Anatomy in 
Harvard. Although standing high in the medical pro- 
fession, he is most widely known as the writer of finished 
humorous verse, and of graceful, yet virile prose. Among 
his best known works, are, " The Autocrat of the Break- 
fast Table,*' " Elsie Venner," and a host of short poems, 
among which it would be impossible to choose the favorite. 

Mary Howitt was born at Uttoxeter about 1804. 
After her marriage to William Howitt, her active liter- 
ary life began. Their marriage furnishes one of the very 
few examples we have of true literary unions. Each has 
aided the other's work. Among her numerous produc- 
tions, the most valuable, perhaps, have been her transla- 
tions from the Swedish of some of Frederika Bremer's, 
and from the Danish, of some of Hans Andersen's, best 
novels. 

Thomas Hughes was born near Newburg, England, 
in 1823, and was educated at Rugby and Oxford. After 
practicing law for eight years, he was chosen a member 
of parliament, and since that time has been in public 
service. " Tom Brown at Rugby," and " Tom Brown at 
Oxford," are redolent with the spirit of student life, and 
by their brightness, truth to nature, and manly tone, have 
won many admirers. 

Victor Marie Hugo was born in Besancon, France, 
in 1802. From the influence of his mother, who was a 
royalist, his political opinions were, at first, opposed to 
those of his father. But, after the separation of his 
parents, on account of political and other, differences, 
Hugo was thrown entirely under the influence of his 
father, who was a military officer of high rank, and a 
man of republican tendencies. In political life, Hugo's 



144 TEACHERS' MANUAL. 

tendencies have been so thoroughly democratic, that for 
many years he endured exile on the lonely island of 
Guernsey. In literary circles, he is known as the great 
leader of the modern school against the classic ; and the 
distinguished success of his poems, dramas, and romances 
has established in the popular mind the truth of his 
literary theories. His greatest work is generally re- 
garded to be " Les Miserables," a romance written with 
an aim to attack many social and legal abuses. Hugo 
always throws the weight of his genius on the side of the 
oppressed. His style is unique for its vivid boldness and 
short turns. Besides " Les Miserables," " '93 " and " The 
Toilers of the Sea " are best known to English readers. 

Jean Ingelow, born at Boston, England, 1830. She 
has published three volumes of poems and some charm- 
ing stories for children, and, latterly, two or three novels 
of great excellence. 

Washington Irving, one of the most genial and 
simple of American writers, was born in New York city 
in 1783. Although destined for a lawyer, yet his health, 
in the first instance, and his inclinations, in the second, 
coupled with his genius, prevented him from ever practic- 
ing the legal profession. Until 1846, much of his life 
was spent abroad. After that time, the genial bachelor 
made Wolfert's Roost, on the Hudson, his happy and 
homelike retreat, until his death, in 1859, mourned, not 
only by a large circle of his friends, but by the whole read- 
ing world. Among his most popular works are " Knick- 
erbocker's History of New York," " The Alhambra," 
" The Sketch Book," and among his most valuable, the 
lives of Columbus and Washington. His style is lucid, 
and pervaded by a delicate humor which, at times, broad- 
ens into a smile. 

Elisha Kent Kane, M. D., was born in Philadelphia, 
1820, and died in Havana, 1857. A graduate of the 



SKETCHES OF AUTHORS. 145 

University of Virginia, and of the medical department 
of Pennsylvania University, he was well prepared to 
enter intelligently upon his traveler's career. After cir- 
cumnavigating the world, and after honorably serving 
government, both in the Mexican War and the coast sur- 
vey, he was sent on the first of his Arctic Expeditions. 
His party was one of those sent out in search of Sir John 
Franklin, and it was so successful as to find the first win- 
ter-quarters of Franklin, and the graves of three of his 
men. His second expedition reached a high point north, 
and found quite satisfactory evidence of an open Polar 
Sea. His books, describing scenes and adventures in the 
far North, had an almost unprecedented success. 

John Alexander Kinglake, a London barrister, 
born in 1802, in Devonshire, and educated at Cambridge, 
is best known by his work entitled, " Eothen ; or, Traces 
of Travel Brought Home from the East." This book is 
remarkable for its poetic, vivid descriptions, and is re- 
garded as one of the best books of Eastern travel ever 
written. 

Rev. Charles Kingsley, born in Devonshire, 1819, 
was educated at Cambridge. He has published several 
volumes of sermons, sketches strongly advocating the 
rights of the working classes, and some novels and 
poems of great power. He died in 1874. 

Alphonse Marle Louis de Lamartine, a French 
poet and politician, was born at Macon, in 1790, and died 
at Paris in 1869. After a good education, he commenced, 
in 1817, his literary life. From this time on to his death, 
he was one of the most charming and fertile of French 
writers. In political affairs, he was for a long time neu- 
tral, but finally declared himself with the radicals, of 
which party he was a most effective member, by reason 
of his popularity and eloquence. 

MlSS Lucy Larcom, a native of Massachusetts, born 

10 



146 TEACHERS' MANUAL. 

in 1826, is one of the most graceful of American poet- 
esses, although she has, as yet, written little. Her 
first work was as a factory girl in Lowell ; then she 
was teacher in Illinois. Meanwhile, becoming known 
to an appreciative public through her poems, she was 
gaining a literary reputation. She was an associate 
editor of the " Young Folks," and contributed many of 
the most delicate poems that appeared in that popular 
magazine. Her style is marked by an aroma of spiritual- 
ity that makes it peculiar and rare. 

Henry Wadsworth Longfellow was born at 
Portland, Maine, 1807. He graduated with high honors 
from Bowdoin College, Brunswick, >n 1825. He accepted 
the professorship of Modern Languages in this college, 
and, after a sojourn in Europe, entered upon his duties 
in 1829. In 1835, he was appointed to the Chair of 
Modern Languages and Literature at Harvard ; he held 
this position until 1855. Longfellow is more highly es- 
teemed in England than any other American poet. His 
prose works are "Hyperion" and " Kavanagh." His prin- 
cipal poems are " Hiawatha," " Evangeline," " Courtship 
of Miles Standish," " The Divine Tragedy," and many 
translations and shorter poems. 

James Russell Lowell was born at Cambridge, 
Mass., February 22, 1819. He is a descendant of Perci- 
val Lowell, who emigrated from England, and settled in 
Massachusetts in 1639. Mr. Lowell graduated at Har- 
vard College in 1838. He entered the profession of law, 
but soon after abandoned it, and devoted his talents to 
literature. He has written both poetry and prose. His 
best known works are short poems, such as " The Vision 
of Sir Launfal " and "The Biglow Papers." The latter 
is a political satire on the war with Mexico and the state 
of the slavery question. In 1855, Mr. Lowell was ap- 
pointed Professor of Modern Languages and Belles-lettres 
in Harvard College. 



SKETCHES OF AUTHORS. 147 

Sir Edward Bulwer Lytton was born in England, 
1805. He graduated at Cambridge in 1826, and again, 
as M. A., in 1835. His fame rests upon his novels and 
dramas, yet he has written some poems, the best of 
which are translations of Schiller. The " Last of the 
Barons," and " Last Days of Pompeii," rank high among 
his historical novels. His novels are very numerous. 
His best dramas are " The Lady of Lyons " and " Rich- 
elieu." 

Charles Mackay, one of the most popular of Eng- 
lish lyric poets, was born at Perth, Scotland, in 1812, but 
has spent almost his entire life in England. His great 
work has been as editor ; and in this capacity he has been 
associated with several leading journals. In connection 
with this labor, he has written many popular songs, and 
several books of a semi-historical character. The whole 
influence of his life and writings has been thrown on the 
side of popular reform. His style is characterized by a 
hearty, cheerful, democratic spirit. 

Jonathan Maxcy, born in Massachusetts in 1768, 
a graduate of Brown University, and president, at differ- 
ent times, of three colleges, of which his Alma Mater 
was one, is the author of several published orations, ser- 
mons, and addresses, and also of a "Lecture on the Phi- 
losophical Principles of Rhetoric and Criticism." His 
death occurred in 1820. 

Jules Michelet, a French historian, was born in Paris, 
1798. He was a brilliant pupil in the College Charle- 
magne. In 1821, he was called to the Chair of History in 
the College Rollin. In 1838, his reputation, owing to a 
series of historical works, was such that he was ap- 
pointed to the Chair of History in the College of France. 
His lectures were remarkable for democratic ideas and 
for enmity toward the Jesuits. The government of Louis 
Philippe forced him to resign his position. His chair 



148 TEACHERS' MANUAL. 

was restored after the Revolution of 1848, and he con- 
tinued to occupy it until the accession of Louis Napoleon, 
1851. After his retirement, he wrote several lighter 
works. Some of his histories have become classics in 
France. 

Hugh Miller, born in 1802, at Cromarty, Scotland, 
is equally renowned as a geologist and as an author. In 
spite of his few advantages, his diligent study in leisure 
hours, combined with his natural genius, made him the 
peer of the first literary and scientific men. His occu- 
pation of stone-cutter naturally led him to the practical 
study of geology. His greatest works are " Footprints 
of the Creator" and the " Testimony of the Rocks." In 
a temporary fit of insanity, produced by overwork on this 
latter production, he committed suicide ; thus terminat- 
ing, in 1856, near Edinburgh, a life that might have 
been useful for many years. 

Donald G. Mitchell, — "Ik Marvel," — a native of 
Connecticut, was born in 1822 ; is a graduate of Yale, 
and, of late years, has spent much of his time in rura] 
occupations. He is best known by the graceful sketches 
in "Dream Life " and " Reveries of a Bachelor." He is 
among the best of our prose writers, excelling in delicacy. 

John Lothrop Motley, D. C. L., LL. D., born in 
1814, is a native of Massachusetts, and a graduate of 
Harvard. After continental study and travel, and after 
some practice at the bar, and an unsuccessful attempt in 
novel writing, his " Rise of the Dutch Republic " ap- 
peared ; this book at once took its place in the foremost 
rank of historical literature, by force of scholarship and 
style. Its successor, " The History of the United Neth- 
erlands," is fully its equal. During the Great Civil War 
and Johnson's administration, he was United States am- 
bassador to Vienna. President Grant appointed him as 
our minister to England. 



SKETCHES OF AUTHORS. 149 

Rev. W. H. H. Murray is one of the most talented 
ministers of Boston, and is pastor of what is known as 
the Murray Church, open to all denominations. His 
congregation numbers about three thousand. 

William H. Prescott, who was born at Salem, 
Mass., in 1796, and who died in 1859, is, perhaps, the 
most distinguished of American historians. He gradu- 
ated from Harvard with high honors, and with wealth and 
education at the command of his ability, there was but 
one obstacle to his success ; and that was a most serious 
one, — the practical loss of his eye-sight. In spite of this, 
Prescott has gained a world-wide reputation, not only 
by his pure and eloquent English, but also by his care 
and accuracy in the choice and statement of historical 
facts. His great works are "Ferdinand and Isabella, " 
"Philip the Second," "Conquest of Mexico," "Conquest 
of Peru," and "Charles the Fifth." Prescott is one 
whose personal character, by its serenity, cheerfulness, 
and purity, has won for him a circle of friends as wide 
as his acquaintance and influence. 

Bryan Waller Procter, almost universally known 
as "Barry Cornwall," was born in 1787, and lived as the 
contemporary of Byron, Moore, Sir Robert Peel, and 
many more of the most brilliant Englishmen. Like 
many other literary men, he followed law as a profession, 
but his true work for the world is seen in his poems and 
dramas, so remarkable for their delicacy, purity^ and sim- 
ple grace of thought and language. His writings appeal 
to the emotions rather than to the passions. He always 
strove against whatever is overdrawn, artificial, and 
forced. He died in 1874, having lived almost a century. 

Adelaide Procter, daughter of Bryan Waller Proc- 
ter (Barry Cornwall), was born in London, 1825, and is 
widely known by her beautiful lyrics. In her later years 
she became a Roman Catholic. She died in 1864. 



150 TEACHERS' MANUAL. 

Raphael Pumpelly is best known to the reading 
public by his book, entitled, " Across America and Asia," 
a work of more than ordinary interest. Mr. Pumpelly 
is more than a mere sight-seer, as - his " Geological Re- 
searches in China, Mongolia, and Japan, during the 
years 1862-1865," published at Washington, as part of 
the Smithsonian Contributions to Knowledge, prove. 

John Randolph, in many respects one of the most 
remarkable of American statesmen, was a native of Vir- 
ginia, born in 1773. He early entered the arena of po- 
litical life, where, for thirty-four years, — from 1799, 
when he entered the House, to his death in Philadelphia, 
in 1833, — he exercised a powerful influence, by reason 
of his sarcastic, passionate eloquence. For twelve years 
after his first appearance in Congress, he retained his 
seat in* the House ; much of that time holding the ar- 
duous position of Chairman of Committee on Ways and 
Means. In 1814 and 1818, he was again reelected as a 
representative ; and in 1825 became a senator. He was 
one of the convention who met to revise the Consti- 
tution of Virginia, and in the next year he was appointed 
minister to Russia. From this time, his failing health 
prevented him from taking so active a part in politics as 
before. It is said that his speeches were more fully re- 
ported and more eagerly read than those of any other ; 
and that, too, though he was contemporary with some of 
our most famous orators. 

Thomas Buchanan Read, painter and poet, was born 
at Chester, Pa., 1822, and died at New York, May, 1872. 
He has written several long poems, but his short lyrics 
are considered his best efforts. Of these, "Sheridan's 
Ride" is among the best known. 

Charles Reade, one of the greatest of modern nov- 
elists, was born in 1814, and is a graduate of Oxford. 
Although a lawyer by profession, literature is the great 



SKETCHES OF AUTHORS. 151 

business of his life. The most celebrated of his many 
works are "Peg Woffington," "White Lies," and "Put 
Yourself in his Place." His novels are generally related 
to some great social, political, or moral question. 

A. D. Richardson, born in 1833, first acquired a lit- 
erary reputation in our late civil war. During this time, 
he was correspondent of the " New York Tribune ; " and, 
for nearly two years of this time, suffered imprisonment. 
This experience resulted in "The Secret Service," pub- 
lished in 1865. Since that time have appeared, "Our 
New States and Territories," "Beyond the Mississippi," 
and the "Personal History of U. S. Grant." He died 
in 1869, having been shot in the " Tribune " office by 
Daniel MacFarland. 

John Rtjskin, LL. D., born in London, 1819, edu- 
cated at Oxford, and enriched by many years of conti- 
nental study and travel, is one of the most widely known 
of art-critics. This is due, partly to his learning, partly to 
his originality of thought, partly to his rich, diffusive style, 
full of word-painting, and partly to his earnest moral 
spirit. Severely criticised by many for extravagance, for 
dogmatism, for instability, yet he is greatly admired for 
his courage in propounding new ideas, and for his almost 
redundant richness of expression and illustration. He 
was one of the most distinguished men in the pre-Raph- 
aelite movement. Although, perhaps, extreme in his ad- 
miration for modern painters and his depreciation of 
the " Masters," yet he has rendered art a great service 
in helping to free it from a servile subjection to tradi- 
tion. 

John G. Saxe, born in Vermont, in 1816, and edu- 
cated for the bar, is one of the first of American humor- 
ists. His wit is of that kind which delights in apt turns 
of unexpected thought and language, and always clothes 
itself in poetical forms. Perhaps one of the best known 



152 TEACHERS' MANUAL. 

of his poems is " The Proud Miss McBride." His short 
poems are the most successful, and are excelled by few 
" vers de socie'te' " in the English language. 

For a sketch of Schiller, see Lesson CVI. page 326, 
" Fifth Reader." Some things should, perhaps, be added. 
In his nineteenth year, he wrote " The Robbers," a drama 
which immediately attained the widest popularity, es- 
pecially among young men, to whom its daring, its passion 
and oratory, endeared it. The almost revolutionary ex- 
citement caused by this work occasioned the command of 
the Duke of Wurtemburg, who forbade him to pay any 
more attention to the drama or the muse. The literary 
passion of Schiller, however, could not be repressed, and 
to escape the punishment threatened by the duke, he fled 
beyond his territory. After a mutual avoidance of many 
years, Goethe and Schiller, the two greatest poets of Ger- 
many, became friends; and, through the former's influ- 
ence, the latter became Professor of History at the Uni- 
versity of Jena, which place will always be remembered 
for the sake of these two men. The last years of his life 
were spent at Weimar, where he was brought into closest 
contact with Goethe, and where he died, in 1805, in the 
month of May. His greatest works are " The History of 
the Thirty Years' War," the dramas of " Wallenstein," 
"Wilhelm Tell," "The Maid of Orleans," and his ballads. 

Sir Walter Scott, born in 1771, died in 1832, — 
having won a reputation which gained for him the title 
of " The Wizard of the North." Born and educated in 
Edinburgh, he was strongly imbued with the national 
spirit of Scotland. As poet and novelist, he awakened 
the interest of many who had never felt the charms of 
literature. Among his poems, the " Lady of the Lake " 
generally takes the first rank, although " Marmion," and 
" The Lay of the Last Minstrel," are, perhaps, as fine in 
point of composition. His " Waverley Novels " stand as 



SKETCHES OF AUTHORS. 153 

models of the historical novel ; among them, " Ivanhoe '' 
seems to have achieved the widest popularity. 

Percy Bysshe Shelley, born in Sussex, England, 
1792, and drowned in the Mediterranean, July, 1822, gave 
promise of the ability to become one of the greatest poets 
that England had ever known. He had been a poet 
even from boyhood ; but many of his productions pos- 
sessed such serious faults of morality as to counteract 
all the value of that wonderful and prolific imagination 
which stamped the gifts of Shelley with the mark of 
genius. Although the author of no great work, yet his 
short poems are so graceful, so rich with the highest 
imagery, that they have given him high rank among 
poets. Some critics have thought his mind was unbal- 
anced. His sensibilities were the finest, and often led 
him into morbid states of thought and feeling. 

Mrs. Sigourney, sometimes called " The American 
Hemans," was born in Connecticut, 1791, and died at 
the ripe age of seventy, at Hartford, Connecticut, where 
most of her life was spent. Her works are noted for their 
high moral and religious tone. As a writer, she was spe- 
cially noted for ease and rapidity. These literary virtues, 
however, were her greatest temptations, and she has been 
criticised for careless and unfinished work, unworthy of 
her powers. 

Edmund Clarence Stedman, born at Hartford, 
Connecticut, in 1833, is the son of Mrs. E. C. Kinney, 
a lady who won some poetical reputation by a volume of 
lyrical poems which appeared for the first time in 1867. 
He studied at Yale, and has his degree from that college, 
although he did not graduate there. Since 1853, he has 
made New York his home and literature his profession, 
although a member of the New York Stock Exchange. 
His contributions have appeared in most of the leading 
American journals. A complete edition of his poems has 



154 TEACHERS' MANUAL. 

lately appeared ; also a volume of critical papers entitled 
" The Victorian Poets." 

Richard H. Stoddard, born at Hingham, Massa- 
chusetts, in 1825, has taken high rank among American 
poets. He has lived in New York since 1835. His 
poems are mostly lyrical in character. 

Joseph Story, LL. D., 1779-1845, was a native of 
Massachusetts, and a graduate of Harvard. He rose 
from honor to honor, until he was chosen, by Madison, 
Associate Justice of the Supreme Court of the United 
States. This was in 1811 ; and in 1829 he added to the 
responsibilities of this office the duties of the Dane Pro- 
fessorship of Law at Harvard. He filled both places 
with eminent ability, until his death. His works are 
among the highest authorities on all questions of law, 
and Judge Story himself was one of the most eloquent 
and upright of American jurists. 

Harriet Beecher Stowe, daughter of Lyman 
Beecher, D. D., was born in Litchfield, Connecticut, 1812. 
From the age of fifteen until her marriage, she was asso- 
ciated with her sister in conducting a school at Hartford. 
In 1833, she married Calvin E. Stowe, D. D., at Cincin- 
nati. Her most celebrated work is " Uncle Tom's Cabin." 
Besides sketches on the anti-slavery question, she has 
written many novels and stories of every-day life. 

H. A. Taine, a French critic, was born in 1828. 
After receiving an education at Bourbon College, he was 
for five years connected with the Normal School ; and 
since that time has been constantly engaged in literary 
pursuits. His great work is criticism in the departments 
of art, history, and literature. One of the best known 
of his works in this country is his " History of English 
Literature." His style is vivid, brilliant, and poetic. 
For many years he has been a constant contributor to 
the " Revue des deux Mondes." 



SKETCHES OF AUTHORS. 155 

Benjamin F. Taylor, son of President Taylor, of 
Madison University, N. Y., was born in Lowville, N. Y., 
in 1822. He is the author of " Attractions of Language," 
" January and June," u Songs of Yesterday," " In Camp 
and Field," " Old Time Pictures and Sheaves of Rhyme," 
"The World On Wheels, and Other Sketches," and of 
many uncollected magazine poems and articles. For six- 
teen years or more, he was editor of the " Chicago Even- 
ing Journal." 

Alfred Tennyson, Poet Laureate of England, was 
born in Lincolnshire, 1810, in his father's parish of Som- 
ersby. He was educated at Trinity College, Cambridge. 
Among his leading works are " Enoch Arden," " Idyls 
of the King," " Locksley Hall," " In Memoriam," and, 
lately, the drama of " Queen Mary." 

John R. Thompson, born in 1823 at Richmond, Va., 
and a graduate of the university of that State in 1845, 
was one of our most successful journalists. He was long 
connected with the " Southern Literary Messenger " as 
editor, and the high merit of that magazine, previous 
to the breaking out of the war, owed much to the liter- 
ary taste and ability of Mr. Thompson, who was for 
several years connected with the " New York Evening 
Post," as literary critic. Daring the war, he was absent 
in England, where he became well known in literary cir- 
cles by his articles in " Blackwood " and other standard 
periodicals. He died in 1873. 

William Makepeace Thackeray, whose father 
was engaged in the India service, was born at Calcutta, 
in 1811. After being sent to England, he spent some 
years at school and college, and then determined to be- 
come an artist. With this purpose, he studied on the 
Continent for several years, and then, to suppty pecuniary 
deficiencies, began his literary life. His reputation grew 
slowly, but surely, and, with the appearance of " Vanity 



156 TEACHERS' MANUAL. 

Fair," was fully established. His great qualities consist 
in a keen satire, directed always against sham, a delicate 
humor, and a warm sympathy with human nature. Be- 
sides " Vanity Fair," his best known works are " The 
Newcomes," " The Four Georges," and " Pendennis." 
He died in 1863. 

John Todd, D. D., was born in 1800 at Rutland, Vt. 
Graduating from Yale, he became a minister, and, in con- 
nection with his professional labors, has written several 
children's books that have met with marked success. He 
died in 1873. 

Richakd C. Trench, D. D., was born in 1807, and, 
since his graduation from Oxford, has spent his life as a 
clergyman, and has held some of the highest offices in the 
gift of the English Church. As a literary man, his pen 
has been exceedingly prolific ; but his most useful works, 
and those which have given him the widest reputation, 
are those which deal with the study and the history of 
words. " The Study of Words " is the best of all. He 
has written, besides, many works bearing on Biblical 
study, which are learned, and, at the same time, more 
than readable. 

J. T. Trowbridge is a native of Ogden, New York, 
where he was born in 1827. With no school education, 
save that which could be obtained from a country school, 
but with the very fullest education in regard to the hard- 
ships of frontier farm-life, Trowbridge began literary 
life at the age of nineteen. His originality, freshness, 
and humor speedily won him a place of acknowledged 
merit among American authors. " Neighbor Jackwood " 
first brought him the reputation which he has so ably 
sustained by many tales and novelettes since the pub- 
lication of that work. He excels in the portraiture of 
New England rural life. His home is near Boston, 
Mass. 



SKETCHES OE AUTHORS. 157 

Johann Jacob Von Tschudi, one of the members 
of a noble and long-established family of the Canton 
Glarus, Switzerland, was born in 1818. After graduat- 
ing from the University of Zurich, he pursued his studies 
in natural history in various European cities, until 1838, 
when he set out for a voyage around the world. But on 
reaching Peru, the vessel in which he had embarked was 
sold to the Peruvian government ; and Dr. Tschudi re- 
mained in Peru, making very thorough studies of all that 
pertained to its natural history, ethnology, and history. 
The results of these investigations were embodied in sev- 
eral works, of which " Peru " and the " Ancient Peru- 
vians " have been translated into English. 

John Tyndall, a native of Ireland, born in 1820, 
received only a common school education ; after which, 
he was employed as an assistant in the ordnance survey. 
While thus employed, a friend advised him to devote his 
leisure time to study. From that time on, beginning the 
next day at five o'clock in the morning, he followed this 
advice for twelve years. He first became known by the 
publication of his discoveries on " The Magneto-optic 
Properties of Crystals, and the Relation of Magnetism 
and Diamagnetism to Molecular Arrangement." After 
several years' study in Germany, he was admitted, on his 
return, to the Royal Society ; and in 1853, he became its 
professor of Natural Philosophy. In the domain of Mole- 
cular Physics, Tyndall is one of the most celebrated of 
investigators. Even his more purely scientific works are 
written in a charming style that has done much to popu- 
larize them. 

Johann Ludwig Uhland is a German lyric poet. 
Like many literary men of the Continent, he not only was 
deeply interested in political affairs, but also was actively 
engaged in them ; and many of his lyrics have a political 
significance. He was born at Tiirjlngen, Germany, where 



158 TEACHERS' MANUAL. 

he was also educated, and in whose university he was 
Professor of German Language and Literature, until po- 
litical duties induced him to resign. 

Charles Dudley Warner was born, 1829, in Plain- 
field, Mass. In 1851, he graduated from Hamilton Col- 
lege, and was admitted to the bar, at Philadelphia, in 
1856. His reputation was gained by the publication, in 
1871, of a volume entitled, " My Summer in a Garden." 
Since then, he has written a series of charming papers 
called " Back-Log Studies." He is the author also of a 
volume of " Saunterings," and a little book about " Bad- 
deck." 

Daniel Webster, one of the first of American states- 
men and orators, was born in 1782, at Salisbury, New 
Hampshire. His father was a soldier, both in the French 
War and in the Revolution. After his graduation from 
Dartmouth, in 1801, he studied and practiced law until 
1813 ; from this time to his death, in 1852, he was con- 
tinually in public life ; and for eighteen years of this 
time was United States Senator. He was Secretary of 
State under two administrations. His eloquence was no 
more remarkable than his high regard for truth. He 
was above enforcing sophistry by oratory. Calhoun says 
of him, "He cannot look truth in the face and oppose it 
by argument." 

Mrs. A. D. T. Whitney is one of the most charm- 
ing and popular writers of stories that deal particularly 
with home life. She was born in Boston in 1824, but 
her literary life did not begin until 1857, with the publi- 
cation of " Footsteps on the Seas." Since that time, she 
has published several stories, of which " Faith Gartney's 
Girlhood," " The Gayworthys," and « We Girls," are 
widely known. 

John G. Whittier, a member of the Society of 
Friends, one of the gr^test of American poets, was born 



SKETCHES OF AUTHORS. 159 

\n Massachusetts, 1808, and has spent in that State the 
greater part of his life. Although dedicated by his 
genius to the career of a poet, yet his warm human sym- 
pathies have led him to interest himself deeply in the 
affairs of his country. His style is remarkable for sim- 
plicity, earnestness, and vigor. Among the most popular 
of his poems are " Maud Muller," " In War Time," 
" Ballads of New England," and " Snow Bound." 

Edward Whymper is more celebrated as an artist 
than as an author. He is one of the best of English en- 
gravers, and has engraved many illustrations of Swiss 
scenery. 

N. P. Willis, an American author of great popularity, 
was born in Maine, in 1806, and graduated at Yale, with 
high honor, in 1827. From the first, his life was literary 
in its character. His style has been severely criticised 
by some for certain departures from classic models, but 
his works are highly appreciated by all, for their pictur- 
esque descriptions, vivid contrasts, and delicate discrim- 
inations. In the early part of his life, he was a journal- 
ist, and traveled quite extensively ; his later years were 
spent at Idlewild, one of the most charming of many 
charming homes on the Hudson. Here he lived the life 
of an author, and at the same time a hospitable country 
gentleman ; and here he died in 1867. 

William Wordsworth, a native of Cumberland, 
England, born in 1770, was educated at Cambridge, 
where he devoted his time and energy to the languages, 
and literary pursuits. After several changes, he at last 
settled at Rydal Mount, universally known as the poet's 
home. His whole life of eighty years was devoted to 
poetry. The simplicity and severity of his style dis- 
tinguish him, as well as the philosophic and religious 
spirit of his poems, of which some minor productions are, 
in the judgment of some of his critics, destined to live 
the longest. 



Sheldon's Readers. 

SERIES COMPLETED. 

NEW, ATTRACTIVE SCHOOL READERS, 

BY 

E. A. SHELDON, A. M., 

President State Normal and Training School of Oswego, N. V. 

Author of "Sheldon's Lessons on Objects'''' and " Sheldon' 's Elementary 

Instruction.'''' 



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With over 300 Engravings from original Designs. 

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ER. 336 Pages $125 84c. 63c. 

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450 Pages 150 $100 75c. 

Sheldon's New Manual of Reading- For Teachers only. 

This Manual- contains Elocutionary instructions, in graded form, 
suited to the stages of advancement belonging to each book of the 
series. It thus frees from all superfluous matter the Readers them- 
selves, which are entirely devoted to the exercises properly belonging 
to them ; conveniently facilitates the work of teaching, and affords a 
valuable professional book, which must be highly prized by teachers. 

PHONIC READING . 

RETAIL. INTBO. 
SHELDON'S NEW PHONIC PRIMER. 60 Pages. 20c. i S c. 

SHELDON'S NEW PHONIC CHARTS. 10 Nog. Boards. $500 $350 
This beautifully illustrated Prime*- end Charts, present the only 
purely Phonic course of Primary Reading published in this country. 

They are being extensively introduced into the schools indepen- 
dently of Sheldon's Series of Readers. 



DISTINGUISHING FEATURES. 



Sheldon's Readers are entirely independent of the Primer 
and Charts, yet they may be conveniently used in the same classes, if 
desired. 

The />lan of the Readers combines the Phonic and Word Methods, 
so far as practicable, and so skilfully, that teachers may proceed with 
their class-instruction exclusively, by use of either method according 
to preference. 

The Reading Exercises in the smaller books, consist very largely 
of original matter prepared expressly for this series, and faithfully 
tested, in manuscript form, in the various classes of the Oswego Train- 
ing School, before acceptance. 

The most experienced skill and conscientious care have been em- 
ployed in making the selections placed in the higher books of the 
series. In making these selections, care has been taken to embrace an 
unusually wide range from the best approved authors, in order that 
every reasonable demand in regard to wealth of thought, and variety of 
style, shall be fully answered. 

No other series of similar books were ever so carefully, discrimin- 
ately graded from lesson to lesson, from book to book, as these have 
been, both with reference to the gradual introduction of new words, 
and the introduction of topics of varying significance, to meet the needs 
of the intellectual advancement of the pupil. 

Teachers using Sheldon's Readers will quickly recognize the 
advantages : 
I. — Of a separate Manual of Reading, relieving each book from all 

matter except that which is intended for use of pupils. 
II. — Of the avoidance of wearisome drills on the same lesson, by 
means of the careful gradation of lessons, and by the frequent 
repetition of words in new combinations. 
III. — Of a vocabulary of the choicest and most expressive descriptive 
terms, adapted to accompany, or to follow, a well-selected course 
of Object Lessons, without in any way making such a course essen- 
tial to the use of the books. 
IV. — Of the greatest accumulation of valuable thought and information 
possible, within the same compass, without in any degree sacrific- 
ing the utility of the lessons as exercises in reading. 
V. — Of the facilities afforded toward forming correct habits of 
thought and expression in reading, and for the cultivation of a 
quick and vivid imagination. 
VI. — Of the means for observing and studying the best models of ex- 
cellence in Composition. 



SHELDON'S ILLUSTRATED PRIMER. 

This is strictly a Phonic book — the only otie of the kind published 
in this country. It contains but twenty-four unmodified letters of the 
common alphabet, and each letter invariably represents the same 
sound ; thus giving all the advantages of special type and modified 
letters \ with none of their objections. This yives a decided advantage 
over every other book in teaching by the word as well as the phonic 
method. 

Nearly every page contains a beautiful cut, illustrating all the 
ideas expressed in the accompanying text. 

{Specimen of Type and Illustrations. ) 

top shop spin cob pot rot 




Bob got a red top at the shop, 



SHELDON'S FIRST READER. 

This book retains many of the Phonic characteristics of the 
Primer. A large portion of the words contain only the letters and 
sounds employed in the Primer. If the children have been made con- 
versant with these, they will be able to pronounce nearly all the words 
in the First Reader without the aid of a teacher. All words contain- 
ing new sounds are placed at the heads of the lessons, and may be 
taught as words. In this the Phonic and Word methods may be com- 
bined, or the Word method used alone. 

(Specimen of Type and Illustration.) 

THE DOG AND THE COW. 

say you was kind play 




The boy has a rod, 



SHELDON'S SECOND READER. 

The lessons in this book are mostly original, and carefully adapted 
to the wants of children from five to seven years of age. Care has 
been taken not to introduce too many or too difficult words ; and by 
frequent repetition, to make it possible to avoid long-continued and 
tedious drills on the same lesson— a practice highly detrimental to good 
reading. The type is large and well spaced, and the illustrations are 
abundant and of the highest order— giving the book a very attractive 
appearance. 

(Specitnen of Type and Illustration.) 




Jenny. — Who left these things 



here? 



SHELDON'S THIRD READER. 

As in the Second, so in the Third Reader — trie lessons have been 
specially prepared to meet the wants of a book of this grade, being 
designed for children from six to eight years of age, and who have 
completed the First and Second Readers, or their equivalent. Care 
has been taken *o avoid all difficult and technical terms not coming 
within the ordinary range of the ideas of children of this age, while a 
large number of expressive quality and descriptive terms have been in- 
corporated, adapted to accompany or follow a well-selected course of 
object lessons. 

We believe that no book of this grade that has yet appeared, is so 
fully and beautifully illustrated. 



(Specimen of Type and Illustration.) 







"Well, Meggy/' said her father, "why 
are you sitting there ? " 



SHELDON'S FOURTH READER. 

This book contains one hundred and fifteen lessons ; brief and 
spirited : eighty-five in prose, and thirty in poetry, embellished by 
forty-two beautiful illustrations designed especially for this work. 

The selections for lessons have been drawn from the choicest 
writings of some sixty of our best approved authors, in arranging 
which care has been taken to avoid the mistake so often committed, of 
reaching so far beyond the grade of pupils as to render the reading 
exercise uninteresting and tiresome. 

At the same time, care has been taken to gradually advance the 
standard, so as to require constant and growing effort to comprehend 
and to execute. 

(Specimen of Type and Illustration.) 




9. " Who was it ? Where is he ? " they asked, with 
pale faces. — Gone down with the breaking ice, to come 



SHELDON'S FIFTH READER. 

The selections in this book are of higher grade than those of the 
Fourth Reader, but, like them, have been garnered with conscientious 
care from the best sources known to English literature, of American 
and European authorship. 

Without exception, the selections will be found of highest value 
as literary productions, freighted only with what will be found useful 
in thought and instruction serving at the same time as superior models 
of style. 

(Specimen of Type and Illustration.) 

II.— THE SANDPIPER. 

ACROSS the narrow beach we flit, — 
One little sandpiper and I. 




SHELDON'S 

First, Second & Third Readers 

Were issued nearly at the same time, over one year since. 

So great was the public confidence in the ability and recognized 
skill of the distinguished author, that these little books were at once 
accepted in many cities and towns, and placed in appropriate grades 
of their public and private schools. 

This circumstance is especially worthy of note, as having rarely, 
if ever, occurred in the history of similar text-books, because teachers 
generally want to consider the merits of such a series in the completed 
form. 

The Fourth Reader followed at an interval of nearly a year, 
and was also readily received in the schools of nearly every place in 
which the earlier books had been introduced, in every instance as a 
voluntary act of the teachers and local authorities. 

The numerous and voluntary testimonials pointing out the pecu- 
liar excellencies of this book, which we are constantly receiving, indi- 
cate emphatically that there is no more attractive or fitter school 
reader of its grade extant. 

Now, with the publication of the Fifth Reader, and Manual 
OF Reading, numerous teachers and friends of correct methods of 
instruction, throughout the country, will welcome the series in its 
completed form, and place the different books in their schools with 
increased gratification. 



RECOMMENDATION. 

Very little of the usual agency work has been clone, in behalf of 
Sheldon's Readers, because the series was incomplete ; in view of 
which circumstance, the extent to which the different books have been 
voluntarily introduced into the schools of the country, may justly be 
considered a recommendation of merit of the highest order. 



10 



THE BEST RECOMMENDATIONS 

Consist of the voluntary adoption and present use of Sheldon's 
Readers, wholly or in part, in the Public Schools of 

New York City ; Brooklyn, N Y. ; Oswego, N Y. ; Clyde, N. Y. ; Wellsville, 
N. Y. ; Medina, N. Y. ; Dryden, N. Y. ; Ilion, N. Y. ; Cleveland, O. ; 
Springfield, O. ; Akron, O. ; Williamsport, Pa. ; Fall Brook, Pa. ; Eliza- 
beth, N. J. ; Bath, Me. ; Kenton, O. ; and in a large number of private schools 
throughout the country. 

NORMAL SCHOOLS 

Using Sheldon's Readers, are : 

Model School of New York City Normal College ; State Normal School of 
Potsdam, N. Y. ; State Normal School oi Oswego, N. Y. ; State Normal 
School of Geneseo, N Y. ; State Normal School of Fredonia, N. Y. ; 
State Normal School of Trenton, N. J. ; Plymouth, N. H. ; and others. 



NORMAL SCHOOL TESTIMONY. 

We have examined with much care Sheldon's Series of 
Readers, and consider them the best with which we are acquainted. 
They are, in our judgment, written upon a correct plan ; the selections 
are pleasing and at the same time well adapted to the cultivation of 
literary taste in the pupil. 

J. W. ARMSTRONG, Pres't State Normal School, Fredonia, N. Y. 
J. H. HOOSE, " " " " Cortland, " 

MALCOM McVICAR, " " "' " .Potsdam, 

CHAS. D. McLEAN, " " " " Brockport, " 

WM. J. MILNE, " " " " Geneseo, « 

H'Y B. BUCKHAM, " '« " " Buffalo, " 

They are the first things I have seen to my mind for Primary 
instruction. I shall use them in my Normal Method Class. 

H. O. LADD, Principal State Normal School, Plymouth, N. H. 



MISCELLANEOUS TESTIMONIALS. 

I have examined Sheldon's Primer, First, Second, and 
Third Readers with care. The selections and illustrations are 
good. The series is well graded, passing from the simpler to the 
more difficult principles by easy steps. This series meets my hearty 
approval. 

S. G. TAYLOR, Prin. Adelphi Academy, B'klyn, N. Y. 



They are, in my opinion, the best adapted in all respects to the 
wants of our Graded Schools. They are beautifully illustrated and 
the most perfectly gotten up of any Readers extant. I would use 
them in preference to all others. 

I expected something superior from Mr. Sheldon, with whom I 
am well acquainted, but the excellence of the books exceeds my expec- 
tations. 

L. M. EDWARDS, Prin. High School Rondout, N. V. 



I have carefully examined Sheldon's Readers, and give them 
my hearty commendation. They supply a long-felt want in the edu- 
cation of children. 

S. W. PEASE, Suft of Howard Mission, New York City. 



We have examined Sheldon's Primer, First, Second, and 
Third Readers, and regard them as being admirably adapted for the 
instruction of classes in the primary grades for which the books were 
designed. The substance of the reading matter, the careful grading 
of the lessons, the excellence of the illustrations, are such as should be 
expected from the long, successful experience and ripe scholarship of 
the well-known author. We should be glad to have them added to 
our list of text-books, and authorized to be used in our schools. 

PETER ROUGET, Prin. Public School, No. 10, B'kPn, N. Y. 



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Your series of Readers have been received. I like them. I 
believe them to be admirably adapted to the use of graded schools. I 
have seen nothing better. 

G. H. LINSLEY, Principal School No. i, Jersey City. 



TEACHERS, 

Have you examined these superior books ? Not made for hire, 
but • " worked out " faithfully, in School, by one whomyow know to be 
competent, and who has earned your confidence. 

We will send either book, or the series, at one half retail prices, 
respectively, per mail, prepaid. Address the publishers, 

Scribner, Armstrong & Co., 

743 & 745 Broadway, NEW YORK. 



Special Terms for Introduction. 

2£^=~ Descriptive Catalogues and Special Circulars in regard to all 
of our School Text-Books, Teachers' Reference Library Books, and 
Selected Miscellaneous List, suited to the needs of Teachers, may 
always be had on application. 

fl^p Copies of Text-Books sent to Teachers for Examination, 
post-paid, on receipt of three-fifths of the retail price. 



Address the Publishers, vr the following Ageiicies of their 
Educational Department : 

Boston : GILMAN H. TUCKER, care of Messrs. Thompson, Brown & Co., 
29 Cornhill. Cincinnati, O. : C. B. RUGGLES, care of George E. Stevens & 
Co., 39 West Fourth Street. Pittsburgh, Pa. ; S. D. OWEN, 115 Wood Street. 
Chicago: THOMAS CHARLES & O. S. COOK, care of Hadley Brothers, 136 
State Street. St. Louis: MADISON BABCOCK, 708 Chestnut Street. 
Leavenworth, Kansas : THOS. SCHOLES. 



